DESCRIPTION: Consideration of humans as a species. What is
human about human beings? What forces shape human beings? How can
humans be made more human? Exploration of the evolutionary process
through comparative studies of non-Western cultures: innate behavior,
adaptation, and socialization. Required for Liberal Studies majors.
This is an approved Non-Western course. (The 2003-2005 University
Catalog, page 604.)

NOTE FROM THE UPDATED HISTORY-SOCIAL SCIENCE FRAMEWORK FOR
CALIFORNIA, October 11, 2000: "To develop cultural
literacy, students must understand the rich, complex nature of a
given culture: its history, geography, politics; literature, art,
drama, music, dance, law, religion, philosophy, architecture,
technology, science, education, sports, social structure, and
economy. Culturalliteracy includes but is not limited to
knowledge of the humanities. True cultural literacy takes many years
to develop, whether one is a student of a foreign country or a
student of one's own society. Students should not be under the
illusion that they truly know another society as a result of studying
it for a few weeks or even for a year. At the very least they should
learn how difficult it is to master a culture and should be
encouraged to recognize that education is a lifelong process
[stress added]." [See:http://www.cde.ca.gov/cfir/curfrwk.html
[California} Location for various "Frameworks"]

THREE RECOMMENDED ITEMS:Any English Language Dictionary.
William A. Strunk, Jr., 2000, The Elements of Style (4th
edition).The World Almanac and Book of Facts 2004.

ASSESSMENT: Make-up exams only allowed IF there has been a
documented emergency: likewise, your Writing Assignment #1 (5%) is
DUE on September 17, 2004 and will ONLY be accepted
late IF there has been a documented and extreme emergency:
NOTE} failure of your computer to print out the Writing
Assignment that morning is not, REPEAT, is not an emergency!
In an emergency, please contact Urbanowicz as soon as possible
b.e.f.o.r.e. or after the emergency! Likewise,
Writing Assignment #2 (10%) is DUE on December 10, 2004.
Please note the following important dates (and look at dates &
requirements for your other courses):

THE COURSE is heavily mediated and you are responsible for
certain information presented in this manner. Individuals are
expected to locate major land masses discussed in lectures, readings,
visuals, etc. Each examination has a map component based on the maps
in one of the required texts: Social Science 103 Guidebook.
You are also responsible for selected information distributed in any
additional handouts that might be distributed for the course. Your
Writing Assignments should be word-processed and double-spaced. WA
#1 (5%) should be approximately 250-300 words;
WA #2 (10%) should be approximately 500-1000
words. PLEASE NOTE: Various WWW addresses are provided and
they will be expanded upon throughout the semester, but at this time
no examination questions will be based on these WWW locations: they
are shared with you for exploration on your own. ALSO NOTE: At
various times throughout the semester, this web Guidebook will
be updated and you may be responsible for some of the
information provided to you in these updates. [The above
paragraph contains ~163 words.]

NOTE: If you have a documented disability that may require
reasonable accommodations, please contact Disability Support Services
(DSS) for coordination of your academic accommodations. DSS is
located in Building E. Building E is adjacent to Meriam Library and
Bell Memorial Union (BMU). The DSS phone number is 898-5959
V/TTY or FAX 898-4411. Visit the DSS website at
http://www.csuchico.edu/dss/.

PLEASE REMEMBER: Free public lectures, ANTHROPOLOGY
FORUM (ANTH 297-01} #10267) for One Unit every
Thursday from 4 -> 4:50pm in Ayres Hall 120. One unit of
credit is available through the Department of Anthropology.

NOTE: Below you have several items that are made
bold: namely "Overview" and "Repeat" in
reference to assigned readings. Please: if I have gone
to the trouble of making them bold and assigning them more than once
(and "Overview" articles are overviews of what you are reading),
please read them!

The Functions of Grading: Underlying the rationale for
grades is the theme of communication. Grades communicate one or more
of the following functions:

1. To recognize that classroom instructors have
the right and responsibility to provide careful evaluation of
student performance and the responsibility for timely assignment
of appropriate grades;2. To recognize performance in a particular course;3. To act as a basis of screening for other courses or
programs (including graduate school);4. To inform you of your level of achievement in a specific
course; To stimulate you to learn;5. To inform prospective employers and others of your
achievement.

DEFINITION OF LETTER GRADING SYMBOLS:

A -- Superior Work: A level of achievement so
outstanding that it is normally attained by relatively few
students.B -- Very Good Work: A high level of achievement clearly
better than adequate competence in the subject matter/skill, but
not as good as the unusual, superior achievement of students
earning an A.C -- Adequate Work: A level of achievement indicating
adequate competence in the subject matter/skill. This level will
usually be met by a majority of students in the class.D -- Minimally Acceptable Work: A level of achievement
which meets the minimum requirements of the course.F -- Unacceptable Work: A level of achievement that fails
to meet the minimum requirements of the course. Not passing.

ON PLAGIARISM / MISREPRESENTATION:

Plagiarism, in the 2003-2005 University Catalogue
(page 47), is defined as follows: "Copying homework answers from your
text to hand in for a grade; failing to give credit for ideas,
statement of facts, or conclusions derived from another source;
submitting a paper downloaded from the Internet or submitting
a friend's paper as your own; claiming credit for artistic work (such
as a music composition, photo, painting, drawing, sculpture, or
design) done by someone else." FROMhttp://www.csuchico.edu/art/contrapposto/contrapposto00/pages/appendix8.html
please note the following: "B. Plagiarism will lead to grade
reduction [for] the course and could lead to suspension from
the University. (You are responsible to the standards appearing in
the University's catalogue and the student handbook. Please read the
University's pamphlet, Academic Honesty, an Ounce of
Prevention.) Copies of this handbook are available at the Student
Judicial Affairs Office in Kendall Hall [stress
added]." (And see here
below.)

ALSO, please note the following from the
2003-2005 University Catalogue (page 47) on
Misrepresentation: "Having another student take your exam,
or do your computer program or lab experiment; lying to an
instructor to increase your grade; submitting a paper that is
substantially the same for credit in two different courses without
prior approval of both instructors involved; altering a graded
work after it has been returned and then submitting the work for
regrading [stress added]."

A NOT SO BIG SECRET: #1} The information (or "meaning") that
you will get out of this course will be in direct
proportion to the energy you expend on assignments and
requirements: readings, writing assignment, examinations, and
thinking assignments. #2} I will try to provide you with new
information and ideas every class period!
Please Click To Get To The Exact Week In This Web
GUIDEBOOK:

2. WEEK 2: Beginning
Monday, August 30, 2004: WHAT DOES AN ANTHROPOLOGIST DO FOR A LIVING?
[AND WHAT IS SOCIAL SCIENCE & TEACHING?] and Writing
Assignment #1 Instructions (WA #1 is DUE Friday September 17, 2004)
[5%].

1. An understanding of the phenomenon of culture as that
which differentiates human life from other life forms; an
understanding of the roles of human biology and cultural processes in
human behavior and human evolution.

2. A positive appreciation of the diversity of contemporary
and past human cultures and an awareness of the value of
anthropological perspectives and knowledge in contemporary
society.

3. A knowledge of the substantive data pertinent to the
several sub disciplines of anthropology and familiarity with major
issues relevant to each.

4. Familiarity with the forms of anthropological literature
and basic data sources and knowledge of how to access such
information.

5. Knowledge of the methodology appropriate to the
sub-disciplines of anthropology and the capacity to apply appropriate
methods when conducting anthropological research.

6. The ability to present and communicate in
anthropologically appropriate ways anthropological knowledge and the
results of anthropological research.

7. Knowledge of the history of anthropological thought.

CERTAIN STATEMENTS COLLECTED by
Charles F. Urbanowicz for Fall 2004.

"I say my philosophy, not as claiming authorship of ideas which
are widely diffused in modern thought, but because the ultimate
selection and synthesis must be a personal responsibility." Sir
Arthur Eddington [1882-1944], The Philosophy of Physical
Science, 1949: page viii.

"Meaning is not something you stumble across, like
the answer to a riddle or the prize in a treasure hunt. Meaning
is something you build into your life.You build it out
of your own past, out of your affections and loyalties, out
of the experience of humankind as it is passed on to you,
out of your own talent and understanding, out of things
you believe in, of of the things and people you
love, out of the values for which you are willing to sacrifice
something. The ingredients are there. You are the only one who
can put them together into that unique pattern that will be your
life. Let it be a life that has dignity and meaning for you.
If it does, then the particular balance of success or failure is
of less account [stress added]." John W. Gardner
(1912-2002)

"Any teacher who can be replaced by a computer deserves to be!"
David Smith; as cited by Mike Cooley, 1999, Human-Centered
Design. InInformation Design (1999), edited by Robert
Jacobson (MIT Press), pages 59-81, page 73.

"We are here to add what we can to, not to get what we can
from, life." Sir William Osler [1849-1919)

"I wish that I could persuade every teacher in an elementary
school to be proud of his [or her!] occupation--not conceited
or pompous, but proud. People who introduce themselves with the
shameful remark that they are 'just an elementary teacher' give me
despair in my heart. Did you ever hear a lawyer say deprecatingly
that he [or she] was only a little patent attorney? Did you
ever hear a physican say 'I am just a brain surgeon'? I beg of you to
stop apologizing for being a member of the most important section of
the most important profession in the world. Draw yourself up to your
full height, look anybody squarely in the eye, and say, I am a
teacher." William G. Carr

"The cutting edge of knowledge is not in the known but
in the unknown, not in knowing but in questioning. Facts,
concepts, generalizations, and theories are dull instruments
unless they are honed to a sharp edge by persistent inquiry about
the unknown." Ralph H. Thompson [1911-1987] American
Educator.

"We were getting close to the answer and I was beginning to fly. I
could feel my brain cells doing a little tap dance of delight. I was
half-skipping, excitement bubbling out of me as we crossed the
street. 'I love information. I love information. Isn't this great?
God, it's fun...'" The character Kinsey Milhone, in Sue
Grafton, 1990, "G" Is For Gumshoe, page 277.

"It is our choices that show what we truly are, far more
than our abilities." The character Albus Dumbledore to Harry
Potter inHarry Potter And the Chamber of Secrets,
1998, by Joanne K. Rowling, page 333.

"Education is experience, and the essence of experience is
self-reliance." E.B. White [1899-1985], 1939, The Once
And Future King (1967 G.P. Putnam edition), page 46.

"Any education is the process of learning how little you know."
Eichard Corliss, 2003, Hook, Line And Thinker. Time, May
26, 2003, pages 60-63, page 63.

"The secret of education lies in respecting the pupil." Ralph
Waldo Emerson [1803-1882]

"Children think not of what is past, nor what is to come, but
enjoy the present time, which few of us do." Jean de La
Bruyère [1645-1696]

"Encouraging students to trust themselves is one of the most
important things a teacher can do. ... You can help the student know
herself [or himself!] by inspiring participation and
promoting self-confidence." Judith Kahn, 1975, The Guide To
Conscious Communication, page 4.

"If you think teachers are getting younger these days,
you're not mistaken. Visit any high school, and you'll
find it difficult to tell the new teachers from the
students, In California, after class size reduction was
enacted, more than 30,000 new teachers were hired. In
2002, another 11,494 new teachers came on board. With
40 percent of the existing workfroce eligible for
retirement within five years, the number of rookie
teachers is likely to continue to grow
[stress added]." Sherry Posnick-Goodwin,
2004, New teachers: The Next Generation, California
Educator, June 2004, pages 6-11, page 6.

"...for every 100 students who enter ninth grade in California,
only 70 graduate four years later. Broken down by racial groups,
57 percent of Latino ninth-graders will graduate in four years,
compared with 59 percent of African Americans, 81 percent of white
students and 89 percent of Asian Americans. California's
graduation rates are about even with the national average,
meaning the whole country has a long way to go in improving high
schools, said Russlyn Ali, director of Education Trust-West. But
what most concerns Ali is the report's finding that only 23 percent
of ninth-graders in California go on to graduate with a grade of "C"
or better in the courses required to qualify for the University of
California and California State University systems [stress
added]." Heather Knight, 2004, California: Only 70% graduate high
school on time - Less than 1 in 4 have 'C' grade in core college
courses. The San FranciscoChronicle, June 4, 2004
[see: http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2004/06/04/BAGJ370QUK1.DTL]

"Three out of four California 10th graders have passed
the high school graduation test they need to earn a
diploma--but tens of thousands failed and will have to try
again.... [stress added]." Nanette Asimov,
2004, 75% of 10th-graders past graduation test. The San
Francisco Chronicle, August 17, 2004, page A11.

"In the field of observation, chance only favors those who are
prepared." Louis Pasteur [1822-1895].

"Speed is the enemy of observation." Jacques-Yves Costeau,
The Living Sea, 1964.

"Research is to see what everybody has seen, and to think what
nobody else has thought." Albert Szent-Gyorgyi
[1893-1986]).

"Education is that which remains when one has forgotten everything
he [or she] learned in school." Albert Einstein
[1879-1955]

"No matter how much I admire our schools, I know that no
university exists that can provide an education; what a university
can provide is an outline, to give the learner a direction and
guidance. The rest one has to do for oneself." Louis L'Amour,
1989, Education of A Wandering Man, page 3.

"Scientific explanation is a mode of behavior that gives
us pleasure, like love or art. The best way to understand the
nature of scientific explanation is to experience the peculiar
zing that you get when someone (preferably yourself) has succeeded
in actually explaining something." (Steven Weinberg, 1992,
Dreams of a Final Theory: The Search For The Fundamental Laws
of Nature, page 26).

"When you ferret out something for yourself, piecing the
clues together unaided, it remains for the rest of your life in some
way truer than facts you are merely taught, and freer from onslaughts
of doubt." Colin Fletcher, 1968, The Man Who Walked Through
Time , p. 109.

"We do not see things as they are, we see things as we are."
[from The Talmud)

"Life is a romantic business. It is painting a picture,
not doing a sum--but you have to make the romance, and it will
come to the question of how much fire you have in your belly.
(Oliver Wendell Holmes, Jr. [1841-1935], in a letter of
1911.

"The most important word in the English language is
attitude. Love and hate, work and play, hope and fear, our
attitudinal response to all these situations, impresses me as
being the guide." Harlen Adams (1904-1997)

"An education isn't how much you have committed to memory, or
even how much you know. It's being able to differentiate between what
you do know and what you don't." Anatole France (1844-1924)

WEEK 1: BEGINNING August 23,
2004

I. INTRODUCTION AND OVERVIEW TO THE COURSE AND SOCIAL SCIENCE
103: COURSE ORGANIZATION & PLANNING.

An understanding of the phenomenon of culture as that
which differentiates human life from other life forms; an
understanding of the roles of human biology and cultural processes
in human behavior and human evolution.

A positive appreciation of the diversity of contemporary and
past human cultures and an awareness of the value of
anthropological perspectives and knowledge in contemporary
society.

A. PLEASEfamiliarizeyourself with the
format of this Guidebook; please glance
at Darwin For Beginners.B. PLEASE look at the Department Goals, Reading
Assignments, Outline for each Day, Web Sites/Words/Terms, and Film
Notes: There really are NO surprises in this
course!

"Be yourself, be organized, be prepared, and be
honest! Know your strengths and weaknesses and plan your
semester. Create a calendar (examinations, field trips
and days when you will have to miss class): Everyone is
on the same schedule [or calendar!], and
when Professor X has an exam in week five, chances are
Professors Y and Z will have one! Prepare to work: The
university is not high school but a job! Be honest with
yourself: A famous statement from ancience Greece was
Gnothi se auton ("Know thyself"). True thousands
of years ago, true today, and true for the rest of your
lives!" Charlie Urbanowicz, Chico State anthropology
professor, Chico News & Review, Goin' Chico
2004, page 50.

C.READ THE FILM NOTES in this Guidebook
before the films are shown in class.

"The consequences of our actions are always so
complicated, so diverse, that predicting the future is a very
difficult business indeed." (The Character Albus Dumbledore,
InHarry Potter And The Prisoner of Azkaban, 1999,
by Joanne K. Rowling, page 426.

D. YOU WILL BE using this Guidebook throughout the
Semester: you will be reading Spradely & McCurdy (S&M)
throughout the Semester; you will be reading Darwin For Beginners
for the first seven weeks of the course. (To be finished by
October 8, 2004).
E. Information in the Guidebook, as well asDarwin For
Beginners and well as some Spradley & McCurdy articles and
terminology WILL be on the final exam on Monday December 13,
2004. PLEASE TAKE NOTES IN THISGuidebook: IT WILL
NOT BE RE-PURCHASED BY THE BOOKSTORE.
F. Urbanowicz on "Teaching" might be of interest and may
be found by clicking here:
ESSAY #1 & ESSAY #2 at the end of this printed
Guidebook.E. A "REPEAT" OF SOME OF THE TRANSPARENCIES USED USED ON DAY 1 OF
CLASS (August 23, 2004 ) IS AVAILABLE AT: http://www.csuchico.edu/~curban/PowerPoint/SOSC103FA2004
F. ALSO, please think about the following for this class (and
ALL of your classes):

"Your instructor, however knowledgeable and
good at communicating, cannot talk about everything at
once.He or she cannot tell you at the same
time about specific ethnographic cases and different
kinds of societies, or about epistemological assumptions
about how we learn things at the same time as about
ethnographic field work methods, or about heuristic
theories at the same time as about specific
understandings of particular cultural patterns. He or
she cannot tell you about Darwin
[1809-1882] and Mendel's
[1822-1884] contribution to evolution at the
same time he or she is discussing the details of
Australopithecus robustus, much less the
ecological context and why we think the population that
this fossil represents adapted to life on the savanna.
You eventually need to know all of these things and
how they influence one another, but you cannot learn all
of it at once. Be patient; you will catch on
[stress added]." Philip Carl Salzman and
Patricia C. Rice, 2004, Thinking Anthropologically: A
Practical Guide For Students (NJ:
Pearson/Prentice-Hall), page 2.

II. READINGS in Spradley & McCurdy, 2002, Conformity And
Conflict,as well as below in this Guidebook."Culture and Ethnography" by S&M
[Overview], pages 1-5.
"Ethnography and Culture" by James P. Spradley, pages 7-14.
"Kinship and Family" [Overview], pages 212-215.
"Law and Politics" [Overview] by S&M, pages
300-303.

III.WHAT DOES A SOCIAL SCIENTIST OR AN ANTHROPOLOGIST
DO?

"Open your discourse with a jest, and let your hearers laugh
a little; then become serious." (Talmud: Shabbath.
30b)

"A picture shows me at a glance what it takes dozens of
pages of a book to expound." (Ivan Sergeyevich Turgenev
[1818-1838], Fathers and Sons (1862), Chapter 16.

"Anthropology--From Greek anthropos (man) and
logia (study)--is the systematic wonder about and the
scientific study of humans. Wonder about humans is probably as old as
man [and woman!], Homo sapiens." Morris Freilich,
1983, The Pleasure of Anthropology, page x.

"The word "anthropology" first appeared in the English
language in 1593 (the first of the "ologies," incidentally,
to do so). The word "ethnology" made its first appearance in an
1830...." Charles F. Urbanowicz, 1992, Four-Field
Commentary. Newsletter of the American Anthropological
Association, 1992, Volume 33, Number 9, page 3. [And see:
http://www.csuchico.edu/~curban/Pub_Papers/4field.html]

"The barbarous heathen are nothing more strange to us
than we are to them.... Human reason is a tincture in like weight
and measure infused into all our opinions and customs, what form
soever they be, infinite in matter, infinite in diversity."
(Michel Eyquem de Montaigne [1533-1592], Essays,
page 53 [1959 paperback publication of a translation from
1603].

"He had a term for people like this: temporal provincials--people
who were ignorant of the past, and proud of it. Temporal provincials
were convinced that the present was the only time that mattered, and
that anything that had occured earlier could be safely ignored. The
modern world was compelling and new, and the past had no bearing on
it." Michael Crichton, 1999, Timeline (Ballantine Books
November 2000 Paperback), page 84.

"All in all, anthropology is fun! I enjoy what I do
and in a few words, I honestly believe that teaching should be
fun. I will use any 'hard' anthropological data available to
get the anthropological message across and any 'soft' fictional
data (or ideas) which are also appropriate" [stress
added]." Charles F. Urbanowicz, 2000, Mnemonics, Quotations,
Cartoons, And A Notebook: "Tricks" For Appreciating Cultural
Diversity. Strategies For Teaching Anthropology (Edited by
Patricia C. Rice and David W. McCurdy) [NJ: Prentice
Hall], pages 132-140, page 137.

B.Please see Create Your Own Newspaper (http://crayon.net/using/links.html)
and if you are interested in "Anthropology In The News" glance at
http://www.tamu.edu/anthropology/news.html.C. Text(s), Assignments, Examinations (Three), and
GradingD. How to "use" this Guidebook, Film Notes, and various
WWW "addresses" shared with you. NOTE THE FOLLOWING taken from
Rick Steves' Europe Through the Back Door 1999 (1998, pages
8-9):

"Guidebooks are $15 tools for $3,000 experiences.
Many otherwise smart people base the trip of a lifetime on a
borrowed copy of a three-year-old guidebook. The money they saved
in the bookstore was wasted the first day of their trip, searching
for hotels and restaurants long since closed. When I visit
someplace as a rank beginner--a place like Belize or Sri
Lanka--I equip myself with a good guidebook and expect myself
to travel smart. I travel like an old pro, not because I'm a super
traveler, but because I have good information and use it. I'm
a connoisseur of guidebooks. My trip is my child. I love her. And
I give her the best tutors money can buy. Too many people are
penny-wise and pound-foolish when it comes to information. ...
All you need is a good guidebook covering your destination.
Before buying a book, study it. How old is the information? The
cheapest books are often the oldest--no bragain. Who wrote it?
What's the author's experience? Does the book work for you--or the
tourist industry? Does it specialize in hard opinions--or
superlatives? For whom is it written? Is it readable? It should
have personality without chattiness and information without fluff.
Don't believe everything you read. The power of the printed
word is scary. Most books are peppered with information that
is flat-out wrong. Incredibly enough, even this book may have
an error" [stress added]." Rick Steves'
Europe Through the Back Door 1999 (Santa Fe, NM: John Muir
Publications), 1998, pages 8-9.

E. Desired Outcomes of the Course: for you and for
me!

"...for every 100 students who enter ninth grade in California,
only 70 graduate four years later." Heather Kinght, 2004, Only
70% graduate high school on time. The SanFrancisco
Chronicle, June 4, 2004, pages B1 + B7, page B1.

"An estimated one-third of the students who start
out in high school in California do not graduate with their
peers four years later....California public schools had 437,974
students enrolled in ninth grade in 1995l four years later,
299,221 students graduated - a 68.3 percent graduation rate
[stress added]." Deb Kollars, The Sacramento
Bee, June 9, 2000, page 1.

PLEASE NOTE THE FOLLOWING from USAToday of May 10,
2002: Kids get 'abysmal' grade in history: High school seniors don't
know basics. "On the test: 57% of seniors could not perform even
at the basic level. 32% performed at the basic level. 10%
performed grade-level work, and 1% were advanced or superior. ...
The federally mandated test was administered to 29,000 fourth-,
eighth- and 12th-graders at 1,100 public and private schools.
Fourth-and eighth-grade students did better than seniors, but not by
much. ... [SampleQuestion]: When the United
States entered the Second World War, one of its allies was: A)
Germany. B) Japan. C) The Soviet Union. D) Italy. 52% failed to
pick the correct answer, C. ... [stress added]."
Tamara Henry, USAToday, May 10, 2002, page 1. (And see the web
site: http://www.nces.ed.gov/nationsreportcard}
National Center for Education Statistics.)

PLEASE NOTE THE FOLLOWING from The Chico
Enterprise-Record of November 21, 2002: "One in 10 young
Americans could not locate his [or her?!] own country on a
blank map of the world, a survey of geographic literacy shows.
Only 13 percent could find Iraq. ... survey found that about one
in seven of Americans between age 18 and 24, the prime age for
military service, could place Iraq [stress added]."

PLEASE NOTE THE FOLLOWING from the "Editorial" in The
Chico Enterprise-Record of February 3, 2002: "Here are some of
the unsettling results of recent polls and studies taken in the
United States on geograpy awareness: One in seven U.S. adults could
not locate the United States on a world map. Three out of 10
Americans cannot distinguish north from south on a map. Nearly
half of the college students in California could not identify Japan
on a map. ... Twenty-five percent of high school seniors
in Dallas [Texas] couldn't name the country on our southern
border. In Baltimore [Maryland], 45 percent of high
school seniors couldn't shade in the United States on the world map.
... In Miami [Florida], 30 percent couldn't locate the
Pacific Ocean [stress added]."

"...kids' lives are very different outside of school.
As an example here is a list from the Bell South Foundation
(http://www.bellsouthfoundation.org)
from a report on their Power to Teach program: 'The average 15
year-old: Has never dialed a phone; Purchases movie tickets from
the Internet rather than standing in lines; Plays computer
simulated games rather than board games; Downloads music instead
of playing records or tapes; Fell in love with Barney instead of
Captain Kangaroo; Pays with debit cards rather than checks.'
The constant underlying factor in this list (and other
lists like it) is technology. Add to this list the fact
that over 13 million Gameboys were sold last year, targeting 7 to
11 year-olds. Students are immersed in technology and media
outside of school. In school, they need similar experiences and to
create similar experiences to connect the outside world with
school [stress added]." (from: http://www.thejournal.com/thefocus/feature.cfm)

"Most fourth-graders spend less than three hours a week
writing, which is about 15 percent of the time they spend watching
television. Seventy-five percent of high school seniors never get
a writing assignment from their history or social studies
teachers.... These are among the findings of a report issued Friday
[April 25, 2003] by the national Commision on Writing in
America's Schools and Colleges, a blue-ribbon panel organized by the
College Board [stress added]." Anon., 2003,
Schools get knuckles rapped for neglecting writing skills. The
Sacramento Bee, April 26, 2003, page A7.

"Nearly 80 percent of seniors at 55 top colleges
and universities--including Harvard and Princeton--received
a D or F on a 34-question, high-school level American history test
that contained historical references....'These students are
allowed to graduate as if they didn't know the past existed
[stress added].'...." Anon, 2000, American
History Quiz Stumps Many College Seniors. San Francisco
Chronicle, June 28, 2000, page A3.

"California high school students graduated a slightly higher
percentage of students last year compared to the 2001 graduation
rate.... Of the 468,162 students who statred the ninth grade in 1998,
an estimated 69.6 percent, or 325,895, graduated last year.
That's up from 68.9 percent the year before.... The figures are
estimates because they do not take into account students who enter or
leave the state during high school [stress added]."
Anon., 2003, High school graduation rate improves. The Chico
Enterprise-Record, April 24, 2003, page 2A. [And see:http://www.cde.ca.gov/demographics/]

"Next year, a California judge will have to decide if
all public schools are entitled to the same quality of
textbooks, teachers and classrooms - or not. A 'yes' answer
could profoundly change the classroom experiences for
thousands of students as the state would be forced to redirect
education dollars towards problems it now overlooks. ...
students say they are fed up with an epidemic of poor
textbooks, unqualified teachers and vermin-infested schools
[stress added]." Nanette Asimov, 2003, Bitter
battle over class standards. The San Francisco Chronicle,
May 5, 2003, page A1 +A8, page 1.

IV. CULTURE AND THE CONTEMPORARY WORLD

"The palest ink is better than the best memory." (Chinese
proverb) and "The ear is a less trustworthy witness than the eye."
(Herodotus [c.485-426 B.C.], TheHistories of
Herodotus, Book 1, Chapter 8).

"You are the only person whom you will be with for the
rest of your life, so you should learn to be at peace with who you
are and how valuable you are in God's eyes." James Finn Garner as
cited in Rachel Chandler, 1998, The Most Important
Lessons In Life: Letters To A Young Girl, page 48.

"Anthropology provides a scientific basis for dealing with the
crucial dilemma of the world today: how can peoples of different
appearance, mutually unintelligible languages, and dissimilar ways of
life get along peaceably together? Of course, no branch of
knowledge constitutes a cure-all for all the ills of mankind. ...
Students who had not gone beyond the horizon of their own society
could not be expected to perceive custom which was the stuff of their
own thinking. The scientist of human affairs needs to know as much
about the eye that sees as the object seen. Anthropology holds up a
great mirror to man[kind] and lets him [and her!]
look at himself in his infinite variety. This, and not the
satisfaction of idle curiosity nor romantic quest, is the meaning of
the anthropologist's work.... [stress in original]."
Clyde Kluckhohn, 1949, Mirror For Man: The Relation of
Anthropology To Modern Life, page 1 and page 10)

"If there is one thing that anthropologists of the
20th Century have demonstrated it is the position that there
is no one single culture which can serve as the sole model
of analysis of other cultures. Perhaps the most important point of
modern 20th century Anthropology has been the detailed and
documented account of the tremendous range of variation of
'cultures of this planet' and this is a distinct move away
from various 19th century, and apparently some 20th century views,
which offer a monolithic interpretation of CULTURE against
which 'lesser' cultures can be appropriately ranked!
[stress added]." Charles F. Urbanowicz, 1978,
Cultural Implications of Extraterrestrial Contact and the
Colonzation of Space. The Industrialization of Space: Advances
in the Astronautical Sciences, Edited by Richard A. Van Patten
et al., (San Diego, CA: Published for the American Astronautical
Society Publication by Univelt, Inc.), pages 785-797, page 793.

"...it seems plain and self-evident, yet it needs to be
said: the isolated knowledge obtained by a group of specialists in
a narrow field [or an individual researcher] has in itself
no value whatsoever, but only in its synthesis with all the rest
of knowledge and only inasmuch as it really contributes in this
synthesis something toward answering the demand 'who are we?'"
1933 Nobel Laureate in Physics, Erwin Schrödinger (1887-1961)

"There's a fair amount of decelptive and misleading
information on the Internet that is posing as truth.... Factors to
consider: 1. Who wrote it? 2. Who published it?
3. is the information current, accurate, and complete?
4. Is the information presented in an objective manner?
5. How often is the site updated? 6. Is the document
well written? [stress added]." LaJean Humphries,
2002, How to Evaluate a Web Site. InWeb of Deception:
Misinformation on the Internet (Anne P. Mintz, Editor) (
Medford NJ: Information Today, Inc.), pages 165-173, page 165.

V. THE SCOPE OF ANTHROPOLOGY / FIELD METHODS: WHAT WE DO
A. Fieldwork in the Polynesian Kingdom of Tonga and andB.THE YANOMAMO: A MULTIDISCIPLINARY STUDY:
Comments on the Yanomamo of South America.

"In 1589 the Jesuit scholar José de Acosta, who lived
and traveled widely in South America, proposed that native Americans
were descended from people who had migrated from Siberia. More
than four hundred years later, Acosta's idea has held up pretty well
[stress added]." Steve Olson, 2002, Mapping Human
History: Discovering The Past Through Our Genes (Boston/New York:
Houghton Mifflin Co.), page 195.

"We need to understand that the encounter of
European Americans with the geography and native peoples of
America forms a decisive element in who we are now and need
to become [stress added]." Jacob Needleman, 2002,
The American Soul: Rediscovering the Wisdom of the Founders
(NY: Jeremy P. Tarcher/Putnam), page 40.

"The Yanomami have moved rapidly from the relative isolation of
the rain forest to being involved in global battles to save their
enrionment. When [ethnographic filmaker Timothy] Asch
went back to the people he filmed twenty years ago, 'They looked
at the films attentively and said that while they thought the films
were quite accurate, it would be the 'kiss of death' for people to
think that the Yanomami still live the way they appear to in the
films. They suggested that I mkake a film about the way they live
today' [stress added]." Jay Ruby, 2000, Picturing
Culture: Explorations of Film & Anthropology (University of
Chicago Press), page 134.

VI. WHAT IS SCIENCE? WHAT IS SOCIAL SCIENCE? PLACING THINGS
INTO PERSPECTIVE(S)

"Science is much more than a body of knowledge. It is a way
of thinking." Carl Sagan [1934-1996].

"The cutting edge of knowledge is not in the known but in the
unknown, not in knowing but in questioning. Facts, concepts,
generalizations, and theories are dull instruments unless they are
honed to a sharp edge by persistent inquiry about the unknown." Ralph
H. Thompson [1911-1987] American Educator.

"In looking at science, life, and my fellow human beings, my mind
in an undisciplined way detects the cosmic within the nitty gritty
and the trivial within the infinite. I believe that deep and
important issues should be approached with sufficient good humor to
keep us from regarding our mutable opinions as eternal truths.
While not ignoring the real tragedy in the world, I feel it
important to concentrate on hope. Given the existential dilemma
of forever unanswered questions about our universe, I believe that
joy is more fun than sadness and no further from the elusive
reality of things. In short, it should be possible to be profound
without being boring or being afflicted with malaise
[stress added]." Harold J. Morowitz, 1979, The Wine
Of Life And Other Essays On Societies, Energy & Living
Things, page ix-x.

"Science is a public undertaking with many filters
that a claim must pass through before it's accepted as part of the
current conventional wisdom. Two of the most important of those
filters are the refereeing process for scientific articles
and the repeatability test for experimental results
[stress added]." John L. Castin, 2000, Paradigms
Regained: A Further Exploration of the Mysteries of Modern
Science (Harper Collins/William Morrow), page 11.

"MACOS [Man: ACourse Of
Study, which came into being in the 1960s] was an early
example of the potential of the multimedia course.The best
way to introduce children to anthropological research would have
been to take them into the feld to study baboons with DeVore and
Washburn, or to accompany Balicki to the Arctic. The next best to
this was film [stress added]." Peter B. Dow, 1991,
Schoolhouse Politics: Lessons from the Sputnik Era (Harvard
University Press), page 258.

"There are teaching jobs out there--estimates are
that California will need 195,000 new teachers during the next
10 years. But the main questions are what subject areas are needed
and which districts in the state have openings. ... The best
indication of a state-wide teacher shortage is the 50,000
people currently teachig without full
credentials....[stress added]." Walter Yost,
2003, Job market turnabout thwarts new teachers. The Sacramento
Bee, June 5, 2003, page A1 + A22, page A22.

"This Spring [2003], more than 20,000 California
educators--an astounding number by anyone's reckoning--were
sent layoff notices. By June, the number had been whittled down to an
estimated 3,000....[stress added]." Dale Martin
and Mike Myslinski, 2003, District rescind layoffs, but trust is
gone. California Educator (Burlingame, CA: California Teachers
Association), page 24.

"For the same cost to parents as a bricks-and-mortar
public school -- that is, nothing -- a student can now enroll
instead in a virtual charter-school program that comes with a free
computer, free curriculum and certified teachers. Those
teachers visit with each of their 25 students every 20 days and
are available whenever needed. They also administer California's
required standardized tests and serve as the accountability
component. The CAVA [California
Virtual Academies] experience also comes with
interactive Internet teaching tools -- including audio clips of
famous speeches and guillotine sounds that make moms jittery. 'If
you'd have told me last year what we'd be doing this year
(educationally), I sure wouldn't have guessed this,' says Doug
Krug, who pulled his son out of private school in November and
enrolled him in CAVA. 'But it's been an incredible experience.' In
hatching CAVA last summer, California became one of nine states to
begin a virtual charter-school program since 2001. More than 750
students in 32 eligible California counties -- including
Sacramento County -- gave the system a try during the 2002-03
school year [stress added]." Don Bosley, 2003,
Wired For Learning: California's Virtual Charter-School Program
Offers Internet Classes With Certified Teachers. The Sacramento
Bee, June 8, 2003. [And see:http://www.sacbee.com/content/news/education/story/6815174p-7765542c.html]

"The California Virtual Academies currently serve students in
grades K-5 (grades 6 and 7 coming for the 2003-04 school year). The
California Virtual Academies have chosen K12 as its curriculum
provider. The California Virtual Academies are a network of virtual
public charter schools, founded in the summer of 2002, that blend
innovative new instructional technology with a traditional curriculum
for students all across California. The charters were sponsored by
the Spencer Valley School District in San Diego County; Maricopa
Unified School District in Kern County; Jamestown School District in
Tuolumne; Lammersville School District in San Joaquin; West Park
School District in Fresno; and the San Lorenzo Valley Unified School
District in Santa Cruz County." [from: http://www.caliva.org/]

"K12 is an education company dedicated to building a
comprehensive, standards-based curriculum and learning program.
Working with educators and parents across the nation, K12 uses
traditional materials and innovative technology to deliver our
superlative academic program." [from: http://www.k12.com/]

"ChicoRIO is a series of Web based, self-paced lessons
designed to help you learn how to find information. The tutorials
will help you sharpen your research, critical thinking, and term
paper writing skills. ChicoRIO also links to campus computing
resources and a tour of the Meriam Library. The sections of
ChicoRIO can be completed in any order."

VII.Please remember Urbanowicz on "Teaching" by
clicking here: ESSAY #1 &
ESSAY #2 at the end of this printed Guidebookand:

"Youth cannot know how age thinks and feels. But old
men are guilty if they forget what it was to be young." (Albus
Dumbledore, in} J. K. Rowling, 2003, Harry Potter And
the Order of The Phoenix (NY: Scholastic Press), page 826.

"Over the last two years, Genevieve Bell [Ph. D in
Anthroplogy from Stanford Universityt] an anthropologist
employed by Intel Research, has visited 100 households in 19
cities in seven countries in Asia and the pacific to study how people
use technology. Twenty gigabytes of digital photos later--along with
206,000 air miles...she has come back with some provocative
questions about technology, culture and design [stress
added]." Michael Erard, 2004, For Technology, No Small World
After All. The New York Times, May 6, 2004, page E7.

VIII. UNFORTUNATELY, FINALLY FOR THE END OF WEEK I:

NOTE: "The news that 1,400 college students
across the country die every year from alcohol-related
accidents [~3.8 every day!] comes as no surprise to
Edith Heideman, a Palo Alto mother who lost her son to alcohol
poisoning while he was rushing a fraternity at California State
University at Chico. ... A study released yesterday by the
federally supported Task Force on College Drinking ... [stated
that] Alcohol abuse also played a role in more than 500,000
injuries and 70,000 cases of sexual assault or date rape
[~1,944 every day]." Ray Delgado, 2002, Campus Boozing
Toll. The San Francisco Chronicle, April 10, 2002, Page 1.

AFFINITY: A fundamental principle of relationship linking
kin through marriage.

AGRICULTURE: A subsistence strategy involving intensive
farming of permanent fields through the use of such means as the
plow, irrigation, and fertilizer.

APPLIED ANTHROPOLOGY: Any use of anthropological knowledge
to influence social interaction, to maintain or change social
institutions, or to direct the course of cultural change.

CLAN: A kinship group normally comprising several lineages;
its members are related by a unilineal descent rule, but it is too
large to enable members to trace actual biological links to all other
members.

KINSHIP: The complex system of social relations based on
marriage (affinity) and birth (consanguinity).

POLITICAL SYSTEM: The organization and process of making
and carrying out public policy according to cultural categories and
rules.

SHAMAN: A part-time religious specialist who controls
supernatural power, often to cure people or affect the course of
life's events.

SLASH AND BURN: A form of horticulture in which wild land
is cleared and burned over, farmed, then permitted to lie fallow and
revert to its wild state.

YANOMAMO: A MULTIDISCIPLINARY STUDY = "A [1972]
film study showing a multi-disciplinary research team doing field
work in human population genetics among the Yanomamo Indians in
Southern Venezuela. One half of the film is purely ethnographic; the
other half records the scientific research undertaking." FOR
some information about Napoleon Chagnon and "concerns" about his
interpretation of the Yanomamo Indians please see "Yanomami: What
Have We Done To Them? A new book charges scientists with abusing the
famous tribe, stirring fierce debate in academia." Margot Roosevelt,
Time, October 2, 2000, pages 77 & 78, page 77; and
"Atrocities in the Amazon?" Geri Smith, Business Week,
December 18, 2000, pages 21-24.

NOTE FROM April 9, 2001: "A Brazilian government
expedition has made contact with members of an Amazon Indian
tribe never before exposed to Western culture, a local news
agency said yesterday. The Tsohon-djapa tribe lives in an area
known as the Vale do Javari, wedged between two Amazon river
tributaries, the Jutai and Jandiatuba rivers. The area is home to
about a dozen tribes that have had little exposure to modern
society [stress added]." [source: http://seattletimes.nwsource.com/]

Napoleon Chagnon points out that the Yanomamo population is
probably around 10,000. These were distributed in approximately 125
widely scattered villages, with the population in each village
ranging from 40 to 250 individuals. ..."Yanomamo culture, in its
major focus, reverses the meaning of 'good' and 'desirable' as
phrased in the ideal postulates of the Judaic-Christian tradition.
A high capacity for rage, a quick flash point, and a willingness to
use violence to obtain one's ends are considered desirable
traits. Much of the behavior of the Yanomamo can be described as
brutal, cruel, treacherous, in the value-laden terms of our own
vocabulary. The Yanomamo themselves...do not at all appear to be mean
and treacherous. As individuals they seem to be people playing their
own cultural game....this is a study of a fierce people who engage in
chronic warfare. It is also a study of a system of controls that
usually hold in check the drive towards annihilation." (Napoleon
Chagnon, Yanomamo: The Fierce People, 1968) ... "The most
distinctive feature of Yanomamo technology is that it is very direct.
No tool or technique is complicated enough to require specialized
labor or raw materials. Each village, therefore, can produce every
item of material culture it requires from the jungle resources around
it. ... The jungle provides numerous varieties of food, both
animal and vegetable. ... Although the Yanomamo spend almost as
much time hunting as they do gardening, the bulk of their diet comes
from foods that are cultivated. Perhaps 85 percent or more of their
diet consists of domesticated rather than wild foods....
[stress added]." (Napoleon Chagnon, The Fierce
People, 1968: 21-33)

VIDEO MISC: Alliances, feasts, trading: "Alliances between
villages are the product of a developmental sequence that involves
casual trading, mutual feasting, and finally the exchange of women.
... The feast and the alliance can and often do fail to establish
stable, amicable relationships between sovereign villages. ...
Yanomamo warfare proper is the raid."

WHY STUDY PEOPLE?: "...the Yanomamo, who
dwell in the forests of southern Venezuela and consist of
an estimated 20,000 people who live by subsistence farming in
small villages. They are one of the few remaining tribes
unaffected [!] by Western culture. ... The Yanomamo eat
virtually no salt at all. Researchers observed 46 members of
this tribe who were in their 40s, and found they had an average
blood pressure of only 103/65. Another Amazonian tribe, the
Carajas, take in little salt, calculated to be half a gram a day,
and the average blood pressure of ten of their middle-aged people
was slightly lower at 101/69. (The longevity of these people is
not recorded, but if there is a link between salt, blood pressure
and lifespand then we can assume they will probably all live to be
a hundred.) John Emsley, 1998, Molecules At An Exhibition:
Portraits Of Intriguiging Materials in Everyday Life, page 38)

"A nation's diet can be more revealing than its art or literature.
On any given day in the United States about one-quarter of the
adult population vists a fast food restaurant. During a
relatively brief period of time, the fast food industry has helped to
transform not only the American diet, but also our landscape,
economy, workforce, and popular culture [stress
added]." Eric Schlosser, 2001, Fast Food Nation
(Boston/New York: Houghton Mifflin Co.), page 3.

NOTE: "An overwhelming amount of preventable
disease in modern societies results from the devastating effects
of a high-fat diet. Strokes and heart attacks, the greatest causes
of early death in some social groups, result from arteries clogged
with atherosclerotic lesions. ... The single thing most
people can do to improve their health is to cut the fat content of
their diets [stress added]." Randolph M. Nesse
& George C. Williams, 1994, Why We Get Sick: The New
Science of Darwinian Medicine, pages 148-149)

ELSEWHERE} "China and many other developing nations
are rushing with equal speed into an emerging pandemic of heart
disease.... Heart disease is poised to pitch China, with its 1.2
billion people, into a costly public health crisis. Already 40% of
the deaths in China result from heart disease or strokes. ... By
the end of last year [2001], the Chinese could eat locally at
more than 400 McDonald's restaurants and about 600 KFC
restaurants [stress added]." Steve Sternberg, 2002,
World prospers, hearts suffer. USAToday, November 18, 2002,
pages D1 + D2.

PAYING FOR COLLEGE:

See: "The cost of attending four-year campuses jumped by
more than a third in the last decade, far outpacing increases in
parents' average income, says the College Board in New York." Loretta
Kalb, 2003, Paying for college: It's a Money Hunt, The Sacramento
Bee, May 18, 2003, page D1 and D3, page D1. The article also had
the following web information about "saving and paying" for
college:

"Harry sorted through his presents and found one with
Hermione's handwriting on it. She had given him too a book that
resembled a diary, except that it said things like 'Do it today
or later you'll pay!' every time he opened a page." J. K.
Rowling, 2003, Harry Potter And the Order of The Phoenix
(NY: Scholastic Press), page 501.

IV. PLEASE glance at Darwin For
Beginners.

V. ON TRAVEL AND THE GROWTH OF ANTHROPOLOGY

"Travel teaches seven important lessons [according to
Arthur Frommer, age 76, author of travel books].... 1.
Travelers learn that all people in the world are basically alike.
... 2. Travelers discover that everyone regards himself or
herself as wiser and better than other people in the world. ...
3. Travel makes us care about strangers. ... 4. Travel
teaches that not everyone shares your beliefs. ... 5.
Travelers learn that there is more than one solution to a problem.
... 6. Travel teaches you to be a minority. ... 7.
Travel teaches humility." Larry Bleiberg, 2003, Among Travel's
Seven Important Lessons is Humility. The Sacramento Bee,
February 2, 2003, page M3.

"The whole of science is nothing more than a refinement of
everyday thinking." (Albert Einstein [1879-1955], 1921 Nobel
Laureate in Physics, Ideas and Opinions, 1954: page 65)

"In addition to solving puzzles, science also
builds understanding by revealing the properties of the
world and the relationships between them. Here again, the methods
that scientists employ find widespread use in everyday life. From
infancy onward, each person measures and classifies the
properties of unfamiliar objects in order to integrate them
into a larger worldview--from a ten-month-old learning to stack
blocks, to Charles Darwin cataloging specimens aboard the
Beagle [stress added]." Arno Penzias
[1978 Nobel Laureate in Physics], 1989, Ideas And
Information: Managing In A High-Tech World (NY: Simon &
Schuster), page 177.

"Understanding history is a way of understanding the
present. In a changing world it is important to recognise the
characteristics which identify us as the social individuals that we
are. Globalisation need not be a problem if we understand our
identity, and if we are capable of understanding our past we can then
build on that [stress added]." Parque
Histórico Guayaquil, Ecuador, 1999.

"Literacy can imply more than the ability to read.
It can mean having a knowledge of one's history, of one's
origins; having a world view that is indigenous to one's
people and not imposed by others [stress
added]." Josephine Donovan, 2001, Feminist Theory: The
Intellectual Traditions, 3rd edition (New York/London:
Continuum). From the preface to the first edition of 1985, page
15.

PALEOANTHROPOLOGY = the science of placing the "chain" or
"tree" of the pieces together. It "has been one of the most
argumentative of sciences since its beginning. ... It is a
heart-quickening thought that we share the same genetic heritage with
the hands that shaped the tool that we can now hold in our own
hands, and with the mind that decided to make the tool that our
minds can now contemplate [stress added]." (Richard
Leakey and Roger Lewin, Origins, 1977: 8.

"Human evolution is the most passionate aspect of the
evolution-creation debate [stress added]."
Larry A. Whitham, 2002, Where Darwin Meets the Bible:
Creationists And Evolutionists In America (Oxford University
Press), page 242.

VII. APPROPRIATE VISUALS

"The important thing is not to stop questioning.
Curiosity has its own reason for existing. One cannot help but be
in awe when he [or she!] contemplates the mysteries of
eternity, of life, of the marvelous structures of reality. It is
enough if one tries merely to comprehend a little of this mystery
every day. Never lose a holy curiosity [stress
added]." Albert Einstein (1879-1955)

A. PRIMATE RESEARCH AND MYSTERIES OF MANKIND (Please see
Video Notes Below):

"Human being are the result of the same evolutionary process
that produced the entire vast diversity of living things. Yet we
cannot help but think of ourselves as somehow significantly
'different' from the rest of nature." Ian Tattersall, 1998,
Becoming Human: Evolution And Human Uniqueness, page 78.

NATURAL SELECTION: "The process of differential survival
and reproduction that results in changes in gene frequencies and in
the characteristics that the genes encode." Paul W. Ewald, 1994,
Evolution of Infectious Disease, page 220.

"British archaeologists revealed an Ice Age excavation
site Tuesday [June 25, 2002] that they hope will provide
some of the strongest evidence yet that neanderthals hunted
mammoths. The 50,000-year-old remains, in a gravel pit near
Thetford in eastern England, may provide the evidence
needed to solve the hotly contested debate over whether the
squat, muscular predecessors of modern humans actually hunted
large animals or just scavenged dead ones for meat
[stress added]." Anon., 2002, Site holds
clues to neanderthal survival. USA Today, June 26, 2002,
Page 8D.

"Childhood rickets--a bone-softening disease that had become so
rare the government stopped keeping statistics on it--is making a
comeback, in part because some youngsters are not getting enought
sunlight, health officials say. ... The resurgence has been seen
particularly among children breast-fed by African American mothers.
Dark-skinned people absorb less sunlight." Associated Press.
The San Francisco Chronicle, Friday March 30, 2001.

"Alarmed by the growing ability of disease-causing microbes to
fight off once-effective drugs, the World Health Organization warned
Monday that the medical and veterinary professions must use
antibiotics and other medicines more wisely or face the likelihood
they will not effectively combat disease in the future
[stress added]." Marc Kaufman, 2000, World Health
Organization Warns of Antibiotic Misuse. The Sacramento Bee,
June 13, 2000, page A6.

"About 70% of the antibiotics produced in the USA
each year - nearly 25 million pounds in all - are fed to healthy
pigs, chickens and cattle to prevent disease or speed growth, says
a report released Monday [January 8, 2001]. Such
'excessive' use of antibiotics in livestock is contributing
...[to] many of the microbes that plague
humans....[stress added]." Anita Manning, 2001,
Healthy Livestock Given More Antibiotics Than Ever. USA
Today, January 9, 2001, page 8D

"Roughly 20 million pounds of antibiotics are given each
year to U.S. cattle, piugs, and chickens [stress
added]." Sirley Leung, 2003, McDonald's Wants Suppliers Of Meat
to limit Antibiotic Use. The Wall Street Journal, June 20,
2003, page B2.

"A long-sought way to attack the AIDS virus--by blocking
an enzyme....was successful in rhesus monkeys infected with
simiam-human immunodeficiency virus (SHIV), reducing the level of
the virus to one-hundreth or less of the level found in untreated
monkeys [stress added]." Amir Efrati, 2004, New AIDS Drug
Reduces Virus In Monkeys. The WallStreet Journal, July 9,
2004, page B1.

"By studying monkeys, apes and other animals, scientists are
learning how really important it is to kiss and make up soon after a
furious fight. Long-term observations of groups of primates show that
social animals use well-established peacemaking tactics to smooth
over bruised feelings caused by combat. There is far more
advantage in friendship and cooperation than in sulking and
alienation [stress added]." Robert Cooke, 1999, Better to
Hug Than Sulk, Apes Find. The Sacramento Bee, February 19,
1999, page A13

"Dr. [Judy] Cameron has just received a five-year
grant from the National institutes of Health that will enable
her to examine the genes of the baby [rhesus] monkeys who
exhibit anxiety in response to the human intruder as well as
other stressful situations in the laboratory. Already, Dr.
Cameron has seen that the trait can be inherited and passed
on; it clearly runs in monkey families. Because her
monkeys -- 400 of them in Pittsburgh and 3,5000 at the
Oregon National Primate Research Center in Beaverton, Ore. --
are part of research colonies that have existed since the
1960s,Dr. Cameron knows which monkeys are related, making
it easier to trace the traits and ultimately to home in on
genes that are inherited [stress added]." Mary
Duenwald, 2002, Lab Monkeys May Reveal Secrets of Childhood
Depression. The New York Times, December 24, 2002, pages D5
+ D8, page D8.

"A troop of about 40 monkeys went on a rampage in a western
Bangladesh village after one of their young was accidentally
electrocuted, according to the Bengali-language newspaper
Sangbad. The paper reported that the larke monkeys, known
locally as 'hanumans,' were eating nuts given to them by the
residents, but ran off when a stone was thrown at them. The incident
sent a baby monkey to its death as it became entangled in a
high-voltage line. The surviving monkeys returned to the scene and
used sticks to attsack several homes and shops in the village, the
newspaper said. The troop later left, taking the baby monkey's body
into the forest [stress added]." Steve Newman,
2003, Violent revenge. The San Francisco Chronicle, July 12,
2003, page C8.

"If today's students want to understand how scientists
mapped the human genetic code,they won't get much help from their
high school textbooks, a group of scientists and educators said
Tuesday. ... They said the books ... missed the big picture. They
don't flesh out the four basic ideas driving today's research: how
cells work, how matter and energy flow from one source to another,
how plants and animals evolve and the molecular basis of
heredity. ... the books do not encourage students to examine their
ideas or relate lessons to hands-on experiments and everyday
life....[stress added]." Anon., 2000, Report
calls science texts flawed. The Sacramento Bee, June 28,
2000, page A12.

"Twelve of the most popular science textbooks used at
middle schools nationwide are riddled with errors, a new study has
found. Researchers compiled 500 pages of errors, ranging from
the equator passing through the southern United States to a photo of
Linda Ronstadt labeled as a silicon crystal. None of the 12
textbooks has an acceptable level of accuracy....estimated that
about 85 percent of children in the United States used the textbooks
examined....'They just don't seem to understand what science is
about" [stress added]." Associated Press, 2001,
The Sacramento Bee, January 15, 2001, page A7.

"Often Gary's [Larson] cartoons help us to see
things with a new perspective, above all to realize that we
humans, after all, are just one species among many, just one
small part of the wondrous animal kingdom. ... Crazy. Absurd.
Yet it all helps to put us humans in our place. And we desperately
need putting in our place [stress added]." Jane
Goodall. 1995, Foreward. The Far Side Gallery 5 (Kansas
City: Andrews and McMeel), no page number [pages 5-8, pages
6-7].

B. Brief Introduction to Charles Darwin (1809-1882).

"He was an Englishman who went on a five-year voyage when
he was young and then retired to a house in the country, not far from
London. He wrote an account of his voyage, and then he wrote a
book setting down his theory of evolution, based on a process he
called natural selection, a theory that provided the
foundation for modern biology. He was often ill and never left
England again [stress added]." John P. Wiley, Jr.,
1998, Expressions: The Visible Link. Smithsonian, June, pages
22-24, page 22.

"The Galapagos Island finches once studied by
Charles Darwin respond quickly to changes in food supply by
evolving new beaks and body sizes, according to researchers
who studied the birds for almost 30 years. Starting in 1973,
husband-and-wife researchers Peter and Rosemary grant of Princeton
University have followed the evolutionary changes in two types
of birds, the ground finch and the cactus finch, on Daphne
Major, one of the Galapagos islands. In a study appearing today in
the Journal Science, the Grants report that climate and weather
have a dramatic effect on the evolutionary path the finches
follow. Ground finches most eat small seeds, and their
beaks have adapted to that purpose. When the weather turned
dry in 1977, most of the plants that produce small seeds on Daphne
Major were killed, leaving little food for finches with modest
beaks. Most died off, but some ground finches with bigger,
stronger beaks survived [stress added]."
Anon., 2002, Finches Shown To Be Able to Change. The
Chico Enterprise-Record, April 26, 2002, page 11A.

"The great value of Darwinism, it seems to me, was that it
jolted modern men into questioning various sentimental beliefs about
nature and man's place in it. In this, Darwin's influence closely
parallels that of Galileo [1564-1642]. Just as the first
modern astronomers and physicists destroyed a naive geocentrism,
so Darwin and his successorsoverwhelmingly displaced what may be
called homocentrism, the belief that nature exists for the
sake of man [stress added]." Jacob Needleman,
1975, A Sense of the Cosmos: The Encounter of Modern Science and
Ancient Truth (NY: Doubleday & Co., Inc.), page 72.

"RESEARCHERS PRODDED and annoyed lifelike digital
entities over more than 15,000 generations to learn that evolution
among simple creatures is in fact based on the Darwinian notion of
survival of the fittest, and that the progress is plodding. 'The
little things, they definitely count,' says Richard Lenski, a
Michigan State University evolutionary biologist who worked with a
team of scientists from diverse backgrounds in creating and
fostering artificial life inside a computer [stress
added]" From: http://www.msnbc.com/news/910521.asp?0si=-&cp1=1
[and the story continues]... Robert Roy Britt, May 7,
2003, Cyber-life obeys Darwinian theory: Computer simulation
lets digital organisms evolve

"A learning theory is a systematic integrated outlook in
regard to the nature of the process whereby people relate to their
environments in such a way as to enhance their ability to use
both themselves and their environments more effetively.
Everyone who teaches or professes to teach has a theory of
learning [stress added]." Morris L. Bigge,
1982, Learning theories for Teachers (Fourth Edition)
(Harper Collins), page 3.

"California students scored slightly lower than average on
a national writing exam, according to test results released Thursday
[July 10, 2003]. Nationally, fourth-graders and
eighth-graders have become better writers, but the number of
12-graders who could organize an essay at a basic level fell. ... In
California, 23 percent of fourth-graders were proficient, just
slightly below the national average of 27 percent. ... This year, 23
percent of the state's eighth-graders were proficient, compared to 30
percent nationally.... [stress added]." Anon., 2003,
California students below average on national writing test. The
Chico Enterprise-Record, July 11, 2003, page 6A.

"Flash forward a few centuries. It's raining
knowledge, but many of my [Butte College] community
college students don't seem willing to hold out their hands to
catch those drops. Last week, I gave some of them a little
quiz about current events. ... Twenty-five students took
my quiz, and here's what all these months of constant information
has left them with. Ten out of the 25 did not know who the
vice president is. Dick Cheney was variously identified as a
governor, the secretary of defense, and "an important man," but
the majority simply left the question unanswered. Only one
student knew what Al-Jazeera is. Most students thought it is a
town in Iraq. One student thought Al-Jazeera is "Iraq's God," and
two students thought Al-Jazeera is "Ben Laden's brother," and yet
another thought Al- Jazeera is a talk show host in Baghdad.
Only 6 out of the 25 knew who Donald Rumsfeld is. One
student thought he is the owner of McDonald's, and another thought
he is a reporter. Considering the fact that Rumsfeld has virtually
lived on television during the past several months, such a broad
swath of ignorance is surprising. ...Tony Blair was known to a
few more students -- 10 out of 25. Among the 15 who didn't
know him, four thought he is a newscaster, and one thought he is
the secretary of state. Only 2 out of 25 knew who Ariel Sharon is.
One student thought he is a "lady in Congress," and another
thought he is a "French politician." And speaking of French
politicians, only 3 out of 25 knew of Jacques Chirac. The
term "collateral damage," used so often in print and on
television, was thought to be "damage we can fix," or "all the
damage added up," or "payback." It was also thought to be "money
problems," "overall damage," and "our troops getting hurt." One
student said that "collateral damage" was "one-sided journalists."
A majority of students knew of al Qaeda -- 14 out of 25.
Those who didn't know thought it is either "a city in
Afghanistan," "the capital of Baghdad," or "the place where Sadam
(sic) lives." Only 8 of 25 were familiar with the term
"shock and awe," and "embedded journalists" were variously thought
to be "dead journalists," or journalists who were "very into their
work." Embedded journalists were also thought to be "captured
journalists," "honored journalists" and "hidden journalists." A
little over half of the 25 knew the term. Not a single student
knew what the PLO (Palestine Liberation Organization) is. It was
variously identified as "a position you hold in the military," or
"some high position in the war." Most left the question
unanswered. The student who came closest wrote "Palistining (sic)
Liberating Army." When students were asked, "Which of the
following countries is not in the Middle East" and given the
choice of Jordan, Syria, Qatar and Nigeria, six of them thought
Jordan is not a country in the Middle East, but most of them
correctly identified Nigeria as a non-Middle Eastern country. ...
Aside from the immediate issues surrounding Iraq and the Middle
East, I also asked them to identify Clarence Thomas. Only two
students knew who he was, although one of those two said he was on
"the Supreme Court." Of those who didn't know, one said he was
"a classic RmB (sic) old school soul singer." Get down, Clarence.
Only two students (the same two) knew who Tom Daschle is, and
those same two were the only students who knew what SARS (severe
acute respiratory syndrome) is. Among those who didn't, one
thought it is a "Strategic Air Reconnesence (sic) System," and
another thought it is a "Silent Air Raid Strike." When in doubt,
punt. Such a sampling, however unscientific, raises some rather
significant questions.... But it is not my students' failings I
mean to disclose when I write of student ignorance; it is the
failure of my profession, a failure to instill curiosity in our
charges, or to merely keep curiosity alive. It is not only my
profession that is failing students. ... Curiosity is never
extolled as a value worth having. ...The last question I asked
students was: "Did you vote in the last election?" Only 2 of the
25 students had bothered. One of them said she hadn't voted
because she "wanted to be more educated in my decitions (sic).
... [stress added]." Jaime O'Neill, 2003,
Ignorance, Bliss and the Internet: Students are high and dry in
the media monsoon. The San Francisco Chronicle, April 13.

SPECIFIC TERMS FROM SPRADLEY & McCURDY's "GLOSSARY" pp.
439-443.

CULTURAL ENVIRONMENT: The categories and rules people use
to classify and explain their physical environment.

DESCENT: A Rule of relationship that ties people together
on the basis of reputed common ancestry.

DIVISION OF LABOR: The rules that govern the assignment of
jobs to people.

DIFFUSION: The passage of a cultural category, culturally
defined behavior, or culturally produced artifact from one society to
another through borrowing.

ECOLOGY: The study of the way organisms interact with each
other within an environment.

ENDOGAMY: Marriage within a designated social unit.

ETHNOCENTRISM: A mixture of belief and feeling that one's
own way of life is desirable and actually superior to others.

ETHNOGRAPHY: The task of discovering and describing a
particular culture.

INCEST TABOO: The cultural rule that prohibits sexual
intercourse and marriage between specified classes of relatives.

INNOVATION: A recombination of concepts from two or more
mental configurations into a new pattern that is qualitatively
different from existing forms.

NUCLEAR FAMILY: A family composed of a married couple and
their children.

PRODUCTION: The process of making something.

MYSTERIES OF MANKIND = 1988 = "The earth does not yield
its secrets, yet around the world scientists are unraveling the story
of human evolution. It is a saga that blends the rigors of science
with the romance of a detective story. We have only traces that hint
at who our ancestors were and how they may have lived. It is like a
gigantic puzzle with most of the pieces forever missing. Today,
biological scientists may quibble over the details of evolution but
they all agree though, evolution is a fact." Brief review of work of
Raymond Dart (1893-1989), Louis
Leakey (1903-1972), Mary
Leakey (1913-1996), and Charles Darwin (1809-1882).

VIDEO = "Lucy" discovered = "...a small female
australopithecine who lived three million years ago, beside a lake
in what is now Ethiopia. With forty percent of her skeleton
recovered, she is the most complete specimen of an early hominid
ever found. The shape of the pelvic bone shows that she was
female, while the leg bones indicate that she walked upright. Her
teeth suggest that she was about twenty years old when she died."
Richard E. Leakey, 1981, The Making of Mankind, page 67.

VIDEO = Richard Leakey, son of the Drs. Louis and Mary
Leakey, as the "organizing genius of modern paleontology. ... Homo
erectus - the first human species to leave Africa. ... Tools as a
reflection of the user."

April 2001 NOTE: "You find something beautiful
and new, but the conclusion is you actually know
less....[stress added]." Fred Spoor, University
College, London. His comment in "The 'Gang' Hits Again" dealing
with a recent Leakey find in Kenya} Kenyathropus platyops.
Time, April 2, 2001, page 65.

VIDEO = Pat Schifman = "The problem for us today
is to tease out of the past - to coax out of the evidence - ...
And once we know when we started and how we started and what was
important, then we may have a very different idea of what it means to
be human; videos also deals with DNA research and the
hypothesis of a single woman in Africa approximately 200,000
years ago = "the more closely alike the DNA, the more closely related
the individuals are."

VIDEO = "New technologies will add other new
pieces to the expanding puzzle, but that is all we can
expect--random puzzle pieces--never can the entire picture be
known. For scientists, the excitement of the quest never
diminishes [stress added]." For More, see
Scientific American of April 1992 for article by Wilson
& Cann entitled "The Recent African Genesis of Humans" and an
opposing article by Thorne & Wolpoff entitled "The
Multiregional Evolution of Humans" where they state that "The
reasoning behind a molecular clock is flawed" and see
Discovery September 1995 (pages 70-81) for some of the
latest work by Ofer Bar-Yosef at Kebara.

"One of the greatest lessons that can be learned from the history
of science is one of humility. Science may indeed be steadily
learning more about the structure of the world, but surely what is
known is exceedingly small in relation to what is unknown. There is
no scientific theory today, not even a law, that may not be modified
or discarded tomorrow [stress added]." Martin Gardner,
1990, The New Ambidextrous Universe: Symmetry and Asymmetry From
Mirror Reflections to Superstrings, 3rd edition, page 335.

"The first treatment to show any promise against
the deadly Ebola virus has cured one-third of the monkeys on which
it was tested - raising hoped that a lifesaving therapy for
people may be on the horizon. ... In this study,
researchers injected 12 monkeys with a high dose of the Zaire
strain of the Ebola virus, which is 100 percent fatal in
monkeys. Then, starting either 10 minutes after the lethal
injection or 24 hours later, the scientists gave nine of the
monkeys daily shots of the anticoagulation protein for 14 days.
The other three monkeys got fake injections. ... Three of the
nine monkeys treated, or 33 percent, lived. All the monkeys who
received the fake treatment died [stress
added]." Anon., 2003, Protein shows promise against
Ebola in monkeys. The Sacramento Bee, December 12, 2003,
page A21.

"In his perceptive little book Technopoly, Neil Postman
argues that all disciplines ought to be taught as if they were
history. That way, students 'can begin to understand, as
they now do not, that knowledge is not a fixed thing but a stage
in human development, with a past and a future.' I wish I'd said that
first. If all knowledge has a past--and computer technology is
surely a special kind of knowledge--then all knowledge is contingent
[stress added]." Paul de Palma, 1999, http://www.when_is_enough_enough?.com.
The American Scholar, Winter, reprinted in David Quammen
[Editor], 2000, The Best American Science And Nature
Writing 2000, pages 34-47 (Boston: Houghton Mifflin Co.), page
36.

NOTE: "Neanderthals and modern humans not only
coexisted for thousands of years long ago, as anthropologists have
established, but now their little secret is out: They also
cohabited. At least that is the interpretation being made by
paleontologists who have examined the 24,500 year-old skeleton of
a young boy discovered recently in a shallow grave in Portugal
[stress added]." John N. Wilford, 1999, Homosapiens may be related to Neanderthals. San Francisco
Examiner, April 25, 1999, page A4.

"Paleoanthropologists have no idea how many Neanderthals existed
(crude estimates are in the many thousands), but archaeologists
have found more fossils from Neanderthals than from any extinct
species.The first Neanderthal fossil was uncovered in Belgium
in 1830, though nobody accurately identified t for more than a
century. In 1848, the Forbes Quarry in Gibraltar yielded one of the
most complete Neanderthal skulls ever found, but it, too, went
unidentified, for 15 years. The name Neanderthal arose after
quarryman in Germany's neander valley found a cranium and several
long bones in 1856; they gave the specimens to a local
naturalist, Johnann Karl Fuhlrott, who soon recognized them as the
legacy of a previously unknown type of human. Over the year, France,
the Iberian Peninsula, southern Italy and the Levant have yielded
abundances of Neanderthal remains, and those finds are being
supplemented by newly opened excavations in Ukraine and Georgia.
'It seems that everywhere we look, we're finding Neanderthal
remains,' say Loyola's Smith. 'It's an exciting time to be
studying Neanderthals' [stress added]." Joe Alper,
2002, Rethinking Neanderthals. Smithsonian, June 2003, pages
82-87, page 85.

"... a discovery reported last week in the journal
Nature has brought paleontologists tantalizingly
close to answering both these questions [concerning
"evolutionary steps"]. Working as part of an international
team led by U.S. and Ethiopian scientists, a graduate student
named Yohannes Haile-Selassie (no relation to the Emperor),
enrolled at the University of California, Berkeley, has found the
remains of what appears to be the most ancient human ancestor ever
discovered. It's a chimp-size creature that lived in the Ethiopian
forests between 5.8 million and 5.2 million years ago....
Clearly, there are still plenty of questions to ask, and
plenty of surprises left to uncover, in the ancient sediments of
eastern Africa [stress added]." Michael D.
Lemoniock and Andrea Dorfman (With reporting by Simon Robinson),
2001, The Giant Step For Manking, Time, July 23, 2001,
pages 54-61.

JULY 2002} "Amid a spectacular trove of stone tools and
fossil animal bones in the former Soviet republic of Georgia,
scientists have found the nearly complete skull of a small-brained
early human who lived 1.7 million years ago and those characteristics
open fresh mysteries about the migration of our ancient
forebears from their origins in Africa [stress
added]." David Perlman, 2002, Ancient human skull may help
unravel migration mystery. The San Francisco Chronicle, July
5, 2002, page A5; "The findings suggest that human-like species of
various kinds may have traveled or lived together after leaving
Africa as history's first migrants, the researcher's say
[stress added]." Paul Recer, 2002, A diverse gathering
of humans. The Sacramento Bee, July 5, 2002, page A19.

"The transition from hunting to agriculture had
profound consequences. Nomadic groups had relatively little
capacity to alter the environment. Sedentary populations, on the
other hand, transformed the location in many ways. As
archaeological excavations demonstrate, humans cleared the land,
built drainage and water systems, and kept domesticated animals.
As the food supply became more dependable, populations began to
grow in both size and density. Humans increasingly lived in
villages, towns, and subsequently cities, where more crowded
conditions prevailed. Additional contatcs between groups followed
the inevitable rise of trade and commerce [stress
added]." Gerald N. Grob, 2002, The Deadly Truth: A History
of Disease in America (Harvard university Press), page 10.

SOME QUESTIONS asked of Richard Leakey: "What do you think
is the biggest problem facing the world today? Global warming. ...
Which historical figure would you most like to invite to a dinner
party? Charles Darwin, so that I could tell him of what we now
know and re-assure him that he has made some of the most significant
contributions ever in terms of placing us within context on
this planet [stress added]." Discover, May
1999, pages 18-19.

PLEASE NOTE:

"Evolution does not make predictions, species
don't know where they're going, humans did not have to evolve. In
fact, if we were to rewind the tape to ten million years ago, when
apes dominated the primate world, there would be no assurance that
humans would evolve again. But humans have evolved, we are here
today. Like no other species that has ever lived, we control
the life of all living things--including ourselves. When we
understand and accept that we are part of the continuum of life,
we will be in a better position to make informed choices--choices
which will ensure a better world for all species. Extinction is
forever. We must not let it happen. Education is the great
liberator. It frees us to think objectively. My studies of human
evolution have taught me to respect the natural world. They have
also taught me that all humans have a common origin and,
therefore, a common destiny--the outcome of which will be
determined by humankind itself. We do have the capacity to make
the future a long and fruitful one, if only we will take the time
to learn who we are and how we fit into the natural world
[stress added]. (Donald C. Johanson, 1993, from the
"Forward" to Ian Tattersall's 1993, The Human Odyssey: Four
Million Years of Human Evolution (Prentice Hall), page xiii.

"Humanity's plot thickens. The 'Toumai' skull isn't much to
look at: a nearly complete cranium, some jawbones and a few teeth.
But scientists are calling him [or her!] the most important
discovery since the first fossilized remains of human ancestors were
found 75 years ago. Why? Because Toumai pushes back by a million
years the date when humanity's family tree is believed to have
sprouted. ... Who knows which theories will hold? The only thing
Toumai's discovery proves beyond a doubt is that he's a tiny part
of a still-mysterious story [stress added]."
USAToday "Editorial" on July 12, 2002, Page 8A.

"A new dating technique suggests that a human-like
fossil skeleton found in South Africa was buried about 4 million
years ago, which makes it one of the oldest known hominid
discoveries. That's 1 million years earlier than previously
thought [stress added]." Anon., 2003, Date
of ancient skeleton pushed back to about 4 million years. The
Enterprise-Record, April 25, 2003, page 9C.

"...an international research team co-directed by Tim White of the
University of California, Berkeley, reported in Nature last
week [June 2003] that it has finally unearthed the
long-sought fossil remains of what could be the very first true
Homo sapiens, dated to between 160,000 and 154,000 years ago.And because of the quality of the specimens and where they
were discovered, they cast new light on several of
paleontology's thorniest questions. [stress
added]." Michael D. Lemonick and Andrea Dorfman, 2003, The
160,000-year-old man. Time, June 23, 2003, pages 56-58, page
57.

"A few limestone caves in South Africa have been
called the cradle of humankind because they contain nearly
one-third of known early human fossils, arguably the world's
richest concentration of rare bones. Early hominid skeleton
discovered at Jacovec Cavern in South Africa are a 4 million years
old. Age estimates for Sterkfontein in South Africa's 500 hominid
fossils have ranged widely, from 3.5 million to 1.5 million years
old. University of Witwatersrand in Johannesburg, South Africa
paleoanthropologist Ron Clarke identified and partially described
the skeleton known as Little Foot as a 3.3-million-year-old
australopithecine, contemporaneous with the famous Lucy skeleton
of east Africa [stress added]." Ann Gibons, 2003,
Science, April 25, 2003, Vol. 300, page 562.

"Long after I became involved in fossil hunting, but while my
father and I were still cleaning antlers, I came across a manuscript
of a lecture he had given, in California, I think. One sentence
arrested my attention: 'The past is the key to our future.' I
felt as if I were reading something I had written; it expressed my
own conviction completely [stress added]." Richard
Leakey & Roger Lewin, 1992, Origins Reconsidered: In Search Of
What Makes Us Human, page xv.

CALIFORNIA / CHICO WORDS:
A "Story" about Chico in the year 2027 may be viewed by
clicking here: ESSAY #2
at the end of this printed Guidebook; you may also wish to
read ESSAY #3 concerning "Cancer" in the State of
California.] To place the information on California (and Chico)
in context, please consider the following:

"Humanity's demands on the earth have multiplied over the
last half-century as our numbers have increased and our incomes
have risen. World population grew from 2.5 billion in 1950 to
6.1 billion in 2000. The growth during those 50 years
exceeded that during the 4 million years since we emerged as a
distinct species [stress added]." Lester R.
Brown, 2003, Plan B: Rescuing a Planet under Stress and a
Civilization in Trouble (NY: Norton), page 6.

NOTE: There are more than 6 billion people on the
planet and population is increasing by approximately
78,000,000 people per year; given that 1 year = 365.25 days = 8,766
hours = 525,960 minutes, therefore 78,000,000/525,960 = means that
the population of the planet is increasing by approximately
148 people a minute. For this 50 minute class,pleasenote that this means that the world will have had a NETINCREASE (births-minus-deaths) of ~7,400 individuals
(roughly speaking).

The city of Chico's population is 101,955 as of
January 1, 2004 according to an estimate by the California
Department of Finance. The ChicoEnterprise-Record,
Discover the North Valley, Summer 2004, page 50.

PLEASE NOTE: According to the U.S. Bureau of the Census,
the resident population of the United States, projected to August
2, 2004 at 8:30am [Pacific Standard Time] was
293,895,911 [http://www.census.gov/cgi-bin/popclock].
This means there is one birth every 8 seconds, one death every
12 seconds, one international migrant (net) every 25
seconds, for a net gain of one person every 11 seconds. WHAT IS
THE NUMBER WHEN YOU ARE READING THIS PAGE: What has been the increase
since the August 2004 printing of this page!

"If you want to inform yourself about the single most
important factor influencing California's present and future,
enter www.dof.ca.gov in your Internet
browser and look at the state's newest compilation of popultation
data. ... July [2002], California's population stood at
35.3 million, a yearly gain of 603,000 or 1.74 percent.....
The 2001-02 growth consisted of 528,151 births--just over one a
minute--offset by 232,790 deaths, but augmented by 307,640
immigrants.... California's population growth, about 1,650
people each day [~13.75/minute], is not occuring
evenly in the state.... [stress added]." Dan
Walters, 2003, State's Past, Present and Future Found in
Population Figures. The Sacramento Bee, February 2, 2003,
page A3.

FROM "The Official City of Chico Web Site" at http://www.chico.ca.us/
"The City of Chico was founded in 1860 by General John
Bidwell, and became incorporated in 1872 with a population of
approximately 1000 persons in an area of 6.6 square miles. By
2001, the City of Chico had grown to include a population of
64,581 persons in an area of 22 square miles [stress
added]."

NOTE: According to The World Almanac and Book
of Facts 2004 (page 339), the estimated population for
California in 2002 was 35,116,033. It has been estimated that
the population for California in the following years will be:
39,957,616 (in the year 2010), 45,448,627 (2020),
and 58,731,006 (2040). (Chico Enterprise-Record,
December 18, 1998, page 4A); "By 2040, the state [of
California] will have 58.7 million residents, a 75 percent
increase, according to Department of Finance projections. The
population in some counties could more than triple
[stress added]." (Chico Enterprise-Record,
May 2, 1999, page 1B)

"California's population continues to grow by more than 500,000
people a year. Such growth brings a host of challenges--how to
provide enough affordable housing, adequate transportation, schools
and jobs. In order to address these challenges, local cities and
governments should be encouraged to work together and create regional
growth management policies [stress added]." Elizabeth
Klementowski, 2002, Flawed solution to an imaginary problem. The
San FranciscoChronicle, June 18, 2002, page A19.

On Changes in California: "Almost 70,000
acres of California's open space was devoured by a growing
population lured to the state by its booming economy from 1996
to 1998, according to a state report released Wednesday
[October 11, 2000]. The urban sprawl is driven by
California's influx of roughly 700,000 people a year
[stress added]." Open space continues vanish
act in state. (Associated Press) The Sacramento Bee,
October 12, 2000, page A3.

"About 90,000 acres of California farmland were lost to
urbanization from 1998 to 2000, the largest move to urban acreage
in the state in a decade [stress added]."
Anon., 2003, Sprawl consumes 90,000 acreas of farms. The
San Francisco Chronicle June 5, 2003, page A18.

On Sunday, June 24, 2001, an article appeared in
The Sacramento Bee (Alvin D. Sokolow, How Much State
Farmland Is Disappearing? pages L1 and L6) based on research from
University of California, Davis, now provides the figure of
"only" 49,700 acres of California farmland disappearing
each year! Incidentally, the CSU, Chico campus (excluding the
University farm, is approximately 119 acres (so approximately 417
Chico State campuses disappear every year in California!).

"For millions of Californians, housing is the cross they must bear
for living here. There simply isn't enough of it. For nearly 20
years, California's home-building industry has lagged behind the
state's population growth." Jim Wasserman, 2001, Experts Warn Housing
Shortage Even Worse In Future. The San Francisco Chronicle,
July 29, 2001, page A19.

QUESTIONS TO CONSIDER: What will the population of the
USA or California or Chico be by 2044? Or 2024? or next year?!
What is the "carrying capacity" of any given environment? What
changes have to be made in any given environment? What will be the
impact of an increasingly older American population on this
country? On you?

NOTE: "If we could shrink the Earth's population to a
village of precisely 100 people, with all existing ratios
[on the planet] remaining the same, it would look like this:
51 females, 49 males; 70 non-white, 30
white; 57 Asians, 21 Europeans, 14 from the
Western Hemisphere, and 8 Africans; 70 non-Christians,
30 Christians. 50 percent of the wealth would be in the
hands of six people. All six of those people would be from the
United States. 80 would live in substandard housing. 70 would be
illiterate. 50 would suffer from malnutrition. 1 would be near death,
1 near birth. 1 would be college educated. No one would own a
computer." (Chico Enterprise-Record, June 19, 1999, page
3B.)

"Our solid American citizen awakens in a bed built on a pattern
which originated in the Near East but which was modified in Northern
Europe before it was transmitted to America. He [or she]
throws back covers made from cotton, domesticated in India, or linen,
domesticated in the Near East, or wool from sheep, also domesticated
in the Near East, or silk, the use of which was discovered in China.
All of these materials have been spun and woven by processes invented
in the Near East. He slips into his moccasins, invented by the
Indians of the eastern woodlands, and goes to the bathroom, whose
fixtures are a mixture of European and American inventions, both of
recent date. He takes off his pajamas, a garment invented in India,
and washes with soap invented by the ancient Gauls. He then shaves, a
masochistic rite which seems to have been derived from either Sumer
or ancient Egypt.

Returning to the bedroom, he removes his clothes from a chair of
southern European type and proceeds to dress. He puts on garments
whose form originally derived from the skin clothing of the nomads of
the Asiatic steppes, puts on shoes made from skins tanned by a
process invented in ancient Egypt and cut to a pattern derived from
the classical civilizations of the Mediterranean, and ties around his
neck a strip of bright-colored cloth which is a vestigial survival of
the shoulder shawls worn by the seventeenth-century Croatians. Before
going out for breakfast he glances through the windows, made of glass
invented in Egypt, and if it is raining puts on overshoes made of
rubber discovered by the Central American Indians and takes an
umbrella, invented in southeastern Asia. Upon his head he puts a hat
made of felt, a material invented in the Asiatic steppes.

On his way to breakfast he stops to buy a paper, paying for it
with coins, an ancient Lydian invention. At the restaurant a whole
new series of borrowed elements confronts him. His plate is made of a
form of pottery invented in China. His knife is of steel, an alloy
first made in southern India, his fork a medieval Italian invention,
and his spoon a derivative of a Roman original. He begins breakfast
with an orange, from the eastern Mediterranean, a cantaloupe from
Persia, or perhaps a piece of African watermelon. With this he has
coffee, an Abyssinian plant, with cream and sugar. Both the
domestication of cows and the idea of milking them originated in the
Near East, while sugar was first made in India. After his fruit and
first coffee he goes on to waffles, cakes made by a Scandinavian
technique from wheat domesticated in Asia Minor. Over these he pours
maple syrup, invented by the Indians of the eastern Woodlands. As a
side dish he may have the eggs of a species of bird domesticated in
Indo-China, or thin strips of the flesh of an animal domesticated in
Eastern Asia which have been salted and smoked by a process developed
in northern Europe.

When our friend has finished eating he settles back to smoke, an
American Indian habit, consuming a plant domesticated in Brazil in
either a pipe, derived from the Indians of Virginia, or a cigarette,
derived from Mexico. If he is hardy enough he may even attempt a
cigar, transmitted to us from the Antilles by way of Spain. While
smoking, he reads the news of the day, imprinted in characters
invented by the ancient Semites upon a material invented in China by
a process invented in Germany. As he absorbs the accounts of foreign
troubles, if he is a good conservative citizen, thank a Hebrew deity
in an Indo-European language that he is 100 percent American."

WEEK 3: BEGINNING Wednesday September 8,
2004

I. EVOLUTION AND LANGUAGE

A positive appreciation of the diversity of contemporary
and past human cultures and an awareness of the value of
anthropological perspectives and knowledge in contemporary
society.

Knowledge of the methodology appropriate to the sub-disciplines
of anthropology and the capacity to apply appropriate methods when
conducting anthropological research.

Knowledge of the history of anthropological thought.

II. READINGS in Spradley & McCurdy, 2002, Conformity And
Conflict,as well as below in this Guidebook."Language and Communication" [Overview], pages
59-62.
"Conversation Style" Talking on the Job" by Debra Tannen, pages
95-103.
"Homo grammaticus" by Martin A. Nowak, pages 63-69.
"The Military name Game" by Sarah Boxer, pages 91-94.

"Communication begins with self and with others. The way
we have learned about ourselves as women or as men affects how we
communicate with others. This, in turn, affects others'
perceptions of us and communication with us. How others see and
communicate with us spirals back and influences our self-concept."
Judy Cornelia Pearson et. al, 1991, Gender &
Communication [2nd edition]), page 74.

"That's what they should teach us here, he thought, turning over
onto his side, how girls' brains work...it'd be more useful than
Divination anyway....[stress added]." (Harry
Potter} J. K. Rowling, 2003, Harry Potter And the Order of The
Phoenix (NY: Scholastic Press), page 462.

"'You should write a book,' Ron told Hermione as he cut
up his potatoes, 'translating mad things girls do so boys can
understand them.'" J. K. Rowling, 2003, Harry Potter And the
Order of The Phoenix (NY: Scholastic Press), page 573

"Body language is innate. Worldwide, all people who pout adopt the
same expression. None other than Charles Darwin
[1809-1882] recorded that observation." The San Francisco
Chronicle, March 1, 1998, page 8.

"Scientists have for the first time identified a gene
that plays a critical role in human language and speech. The
finding sheds slight on what scientists suspect in one of several
inherited elements of language ability, which in combination
with key social and environmental cues have allowed the human
species to talk, gab, gossip and schmooze its way to global
dominance [stress added]." Rick Weiss, Gense says
much about language. The Sacramento Bee, October 4, 2001,
page A8.

"People the world over are almost identical, yet still so
different genetically that they can be easily sorted into five
major groups based on ancestry, new research shows. In the
largest study of human genetic variation, the international research
team separated people by the major migrations of ancient humankind,
from Africa into Eurasia, East Asia,
Oceania and the Americas, in a way that overturns
conventional notions of race. With growing assurance, scientists are
overturning deep-seated prejudices over what makes human beings
different - skin color, facial features, physique ... On the
whole, there is less genetic difference between human beings than
between any tw o members of almost any other mammalian species,
scientists said. ... 'Everybody is the same; everybody is
different,' said Mary-Claire King, an expert in human genetics at
the University of Washington in Seattle.... Looking for patterns of
human ancestry, the research team used distinctive segments of DNA
called micro-satellites that are passed down from generation to
generation. ... In all, they analyzed 377 of these DNA markers
[stress added]." Robert Lee Holtz, 2002, Gene study
sorts humans into five major groups. The Sacramento Bee,
December 20, 2002, page A35.

"Buff young bodies intertwined, suggestive slogans and
skin, skin, skin. This is the stuff of eyebrow-raising ads, aimed
at adolescents. Sex sells, everybody knows but businesses'
use of it to sell to teenagers and preteens has raised more than
eyebrows. ... French Connections United
Kingdom came under fire for using the initials FCUK
to promote its line of clothing and perfume to teen-agers. An
ad appearing in Seventeen magazine last fall featured a
shirtless young man and a smiling young woman in her underwear in
bed, with the phrase 'Scent to bed' and 'FCUK fragrance
[stress added]." Allie Shah, 2003, The controversy
over sexy ads. The Chico Enterprise-Record, December 28,
2003, page 2B.

A. VIDEO: LANGUAGE

VII. LANGUAGE, THOUGHT, AND CULTURE

"Culture is communication. In physics, so far as
we know, the galaxies that one studies are all controlled by the
same laws. This is not entirely true of the worlds created by
humans. Each cultural world operates according to its own
principles, and its own laws--written and unwritten. Even time
and space are unique to each culture. There are, however, some
common threads that run through all cultures. It is possible to
say that the world of communication can be divided into three
parts: words, material things, and behavior." Edward &
Mildred Hall, 1990, Understanding Cultural Differences,
page 3.

"People and their languages are always on the move. Even
before the colonization of the past few centuries, many languages
were spoken far from their homelands, whether because of trade,
war, or migration [stress added]." Steve
Olson, 2002, Mapping Human History: Discovering the Past Through
Our Genes (Boston: Houghton Mifflin Company), page 143.

"Encouraging students to trust themselves is one of
the most important things a teacher can do. ... You can help the
student know herself [or himself] by inspiring
participation and promoting self-confidence [stress
added]." Judith Kahn, 1975, The Guide To Conscious
Communication, page 4.

"Researchers have found in the lab what many couples already know:
Men and women handle stress differently. A study determined that
young women are better able to cope with stress than young men,
leading researchers to suggest there is such a thing as a female
'anti-stress' hormone." Anon., 2001, Men, women handle stress
differently, study suggests. The Sacramento Bee, November 14,
2001, page A8.

"Peter W. Jusczyk, a Johns Hopkins University researcher
whose pioneering scientific understanding of how and when
babies develop language has died. He was 53. ... Throuigh
sophisticated experiments that gauged babies' responses to verbal
cues, Professor Jusczyk showed that infants have the ability to
recognize sound patterns and match them to their meanings long
before they begin to babble. ... Professor Jusczyk and
[Peter] Eimas' early research reinvigorated a field of
investigation based in the work of 19th century evolutionist
Charles Darwin...." Elaine Woo, 2001, The San Francisco
Chronicle, September 1, 2001, page A15.

"Heard the one about the fashionista and his arm
candy who live in parallel universes, prefer chat
rooms and text messaging to snailmail, suffer
stickershock at the cost of pashminas and like
chick lit or airport novels? This trendy tale is
nonesense, of course, but it is now Oxford-approved nonesense. All
of these new expressions are among the 3,500 additions to the
just-published edition of the Shorter Oxford English dictionary,
updated to record new words or new applications of them
that have entered the language since its last revision, in 1993
[stress added]." Warren Hoge, The New York
Times, November 12, 2002, page A4.

VIII. REMINDERS:
A. WRITING ASSIGNMENT #1 (5%) is DUE September 17, 2004.
B. EXAM I (20%) is on September 24, 2004.

SPECIFIC TERMS FROM SPRADLEY & McCURDY's "GLOSSARY" pp.
439-443.

GRAMMAR: The categories and rules for combining vocal
symbols.

LANGUAGE: The system of cultural knowledge used to generate
and interpret speech.

MORPHEME: The smallest meaningful category in any
language.

NONLINGUISTIC SYMBOLS: Any symbol that exists outside the
system of language and speech; for example, visual symbols.

PHONEME: The minimal category of speech sounds that signals
a difference in meaning.

PHONOLOGY: The categories and rules for forming vocal
symbols.

SEMANTICS: The categories and rules for relating vocal
symbols to their referents.

SOCIOLINGUISTIC RULES: Rules specifying the nature of the
speech community, the particular speech situations within a
community, and the speech acts that members use to convey their
messages.

SPEECH: The behavior that produces meaningful vocal
sounds.

SYMBOL: Anything that humans can sense that is given an
arbitrary relationship to its referent.

TACIT CULTURE: The shared knowledge of which people usually
are unaware and do not communicate verbally.

NON-VERBAL COMMUNICATION= by Stanley Milgram

NOTE: "Nonverbal communication functions in several
important ways in regulating human interactions. It is an effective
way of (1) sending messages about our attitudes and feelings,
(2) elaborating on our verbal messages, and (3) governing
the timing and turn taking between communicators
[stress added]." Gary P. Ferraro, 1990, The
Cultural Dimensions Of International Business, page 69.

VIDEO: "The world of people is a world of
words....[but]." "Just as a bird watcher watches birds, so
a man-watcher [or a people watcher] watches people. But he
[or she] is a student of human behavior, not a voyeur. To
him [or her], the way an elderly gentleman waves to a
friend is quite as exciting as the way a young girl crosses her
legs. He [or she] is a field-observer of human actions,
and his [or her] field is everywhere--at the bus-stop, the
supermarket, the airport, the street corner, the dinner party and
the football match. Wherever people behave, there the man-watcher
[or people watcher] has something to learn--about his
[or her] fellow-men and ultimately about himself."
[Desmond Morris, 1977, Manwatching: A Field Guide to Human
Behavior, page 8]

VIDEO: The human face, one of the most expressive "tools."
... How do "we" know that it is the face and not the knowledge about
the feeling behind the face? ... "Proxemics" or the study of
interpersonal space in human beings. Females are more sensitive to
non-verbal cues than men. Important for survival in the environment.
... Deliberate ambiguity of non-verbal communication [NVC].
... NVC as an instrument of self-presentation; used to qualify
remarks; synchronize communications; and express a thought or feeling
we may wish to take back. If some NVC are learned, some are also
traced to our biological heritage.

NOTE: Zones: Intimate, Personal, Social, and
Public. (See Peter Marsh, 1988, Eye To Eye: How People Interact,
page 42); "Culture is communication and communication is
culture....Culture is not one thing, but many....Culture is
concerned more with messages...." (E. T. Hall, The Silent
Language, 1959: 169).

NOTE: "According to anthropologist Ray Birdwhistell, in any
human conversation, no more than thirty-five percent of the social
meaning is communicated in words. All the rest is
nonverbal [stress added]." (Flora Davis,
Eloquent Animals: A Study in Animal Communication, 1978:
183)

NOTE: "Why do men and women communicate so
differently? It may be something in our genes. A new study has
found evidence of a gene that may explain why women tend to be
more adept in social situations than men - contradicting the
popular notion that cultural differences cause the male-female
social gap. 'This suggests that there is a genetic basis for
female intuition ... the ability to read social situations
that are not obvious,' says David Skuse, lead author of the report
in this week's issue of Nature. 'Women are born with that
facility and men have to learn it.' ... No word yet on finding a
gene for people who are just plain boring [stress
added]." Robert Langreth, The Wall Street Journal, June
12, 1997, page B1.

PLEASE NOTE: "Contrary to established theory, men
and women use radically different methods for coping with stress,
a new study has concluded. ... Recent observations, the researchers
say, indicate that women, and females of numerous other species,
typically employ a different response, which the psychologists term
'tend and befriend.' When stress mounts, women are more prone
to protect and nurture their children ('tend') and turn to
social networks of supportive females ('befriend'). That
behavior became prevalent over millenia of human evolution, the
researchers speculate, because succesful tenders and befrienders
would be more likely to have their offspring survive and pass on
their mothers' traits [stress added]." Stress
Management A Gender Issue? Curt Suplee, The San Francisco
Chronicle, May 19, 2000, page A3.

LANGUAGE (1988 Video) "It can be dazzling, intricate,
it can be simple, subtle; it can define beliefs, opinions, ideas; it
can spread news, transmit information; it can stiffen resolve, betray
emotions, and move nations. It can cement the bonds between mother
and child. It is language--at the heart [and], core, of what
makes us human. ... Language is the clearest evidence we have of the
mind that exists within us. ... Language: the press agent of the
mind? ... How much learned? How much built in at birth? ... At what
point does animal communication leave off and human language
begin?" VIDEOTAPE: Looks at the work of Jane
Goodall, David Premack, Philip Lieberman, Ursala Bellugi
(expert in sign languages of the deaf), Helen J. Neville, Patricia
Kuhl, and others.

"Humanity? Maybe It's in the Wiring:
Neuroscientists have given up looking for the seat of the
soul, but they are still seeking what may be special about human
brains, what it is that provides the basis for a level of
self-awareness and complex emotions unlike those of other animals.
Most recently they have been investigsating circuitry rather than
specific locations, looking at the pathways and connections....
There are specailized neurons at work.... The only other
animals to have such cells are the great apes. ... The body,
it turns out, is as important as the brain. Dr. Antonio Damasio, a
neurologist at the University of Iowa Medical Center and author of
the book Looking for Spinoza: Joy, Sorrow and the Feeling
Brain.... [stress added]." Sandra Blakesleee,
The New York Times, December 9, 2003, page D1 + D4, page
D1.

"Human language: All in the genes? A comparison of the genetic
maps of people and chimpanzees supports the idea that language is a
key factor that makes us human, according to a team of
researchers at Cornell University in Ithaca, N.Y., and Celera
Genomics. In Friday's issue of the journal Science, the
researchers noted differences in genes believed to be involved in the
development of speech and hearing. 'We speculate that understanding
spoken language may have required tuning of hearing acuity,' they
wrote. The team also found differences in genes involved in the sense
of human smell. Scientists think chimps and humans diverged from a
common ancestor 5 million years ago. Humans and chimps share more
than 99% of their genes, and scientists are eager to find out how
tiny diferences can be som important [stress added]."
Anon., 2003, USA Today, November 15, 2003, page 6D.

"By comparing the genome of humans with that of
chimpanzees, people's closest living relative, scientists have
identified a partial list of the genes that make people human.
They include genes for hearing and speech, genes that wire the
developing brain, genes for detcting odors and genes that shape
bone structure. ... Two years ago the project was bolstered
when a larke London family with barely intelligible speech was
found to have mutations in a gene called FOXP2. Chimpanzees also
have a FOXP2 gene, but it is significantly different. The human
version shows signs of accelerated evolutionary change in the last
100,000 years, suggesting that the gene acquired a new
function that helped confer the gift of speech [stress
added]." Nicholas Wade, 2003, What separates us from
chimps. The San Francisco Chronicle, December 13, 2003,
page A8.

"Dr. Paul Bloom, a professor of psychology at Yale, agreed that
Petitto's research suggested that 'humans have a dedicated
language ability from the start,.' Language capacity may be built
into the human brain.... This view accords with the theory
proposed by the linguist Noam Chomsky [1928->] that humans
are born with the ability to use language [stress
added]." Mary Duenwald, 2002, Babbies' babbling speaks volumes.
The San Francisco Chronicle, November 10, 2002, page E11.

"Babies struggling to turn babble into polished patter
use a previously undiscovered [!] instinct for
rules to master the building blocks of language, scientists
at New York University announced Thursday. The new insight
[!!] is persuasive evidence that the ability to
think in terms of formulas and rules is not just something that
must be learned through schooling, as some scholars have argued,
but is also a fundamental characteristic of every human
mind, several language experts said. ... Working with
7-month-old infants, the NYU researchers determined that even the
very young can make sense of speech by figuring out on their own
simple rules about the patterns of language structure and grammar.
... The research, published today in Science, broadens the
understanding of what may be built into every human brain at
birth.... [stress added]." (The Sacramento
Bee, January 1, 1999, page A8)

"Babies babble, starting at about seven months, not only with
their mouths but also with their hands in a natural form of sign
language, researchers have found. A study published in the journal
Nature suggests that babies are born with sensitivity to
highly specific rhythmic patterns naturally found in languages. The
findings idicate that a baby's perception of such patterns is a key
mechanism that launches the process of acquiring human language." Lee
Bowman, 2001, C'mon, talk to me, baby. The San Francisco
Chronicle, September 16, 2001, page C7.

VIDEO: "If language is built into us as a species,
where in the evolutionaryrecord did this miracle
first occur? Why did language evolve in man alone of all living
creatures? Clues to the origin of language come to us from fossil
records. Dr. Philip Lieberman, of the Department of Linguistics at
Brown University, has examined Neanderthal and hominoid skulls in
his laboratory. ... [You] observe how the muscles attach
to the bones of the living animal, then put together the fossil.
Now once you have that, you can also tell a fair amount about the
brain and how the brain could control anatomy. ... Modern
speech is very efficient. We don't think about it because we do it
all the time. So it's perfectly natural. But it turns out that
it's almost ten times faster than any other sound, such as sound
that chimpanzees make. ... It's really impossible to conceive of
human culture without language. Language enters into everything.
You can't have human culture without human language.
Further, language facilitates thought. I think it's impossible to
conceive of human thought without human language. ... "In fact,
language is so central to the human mind that it emerges in
everyone with normal human abilities, even when hearing is absent
at birth." ... Pidgin language develops into Creole as a result
of the children. "So it may be the very structure of language
is programmed into the brain [stress added]."

NOTE: "Derek Bickerton...believes that creoles provide
evidence for an innate language program. Creoles--more than a hundred
are known--generally appeared when the slave trade and European
colonialism forced great numbers of people who spoke different
languages to work together." (Ann Finkbeiner, 1988, in The Day
That Lightning Chased The Housewife ...And Other Mysteries of
Sciences, edited by Julia Leigh and David Savold, page 12).

"To some extent, language appears to be innate to Homo
sapiens. The fossil evidence of Homo sapiens goes back to
about 150,000 years ago. So we may assume that part of what
distinguished the species when it arose was speech
[stress added]." Dr. John H. McWhorter, Linguistics
professor @ UC Berkeley. The New York Times, October 30,
2001, page D3.

"Brain scans can find Alzheimer's before symproms appear. A
diagnostic technique used to find brain tumors or to locate the
origin of seizures can accurately detect Alzheimer's and other
degenerative brain diseases even before symptoms begin, a study says.
Positron emission tomography, or PET scans, which provide 3-D images
of brain activity." Anita Manning, November 7, 2001, USA
Today, page 11D.

"Going the polygraph one better, scientists say they have
spotted a telltale pattern of brain activity that can reveal when
someone is lying. ... Using a type of brain scan called functional
magnetic resonance imaging, scientists found certain brain
regions...were more active in test subjects when they were not
being truthful." Carl T. Hall, 2001, Fib Detector. The San
Francisco Chronicle, November 26, 2001, page A10.

"Despite these dangers, I am joining the growing dialogue on
gender and language because the risks of ignoring differences is
greater than the danger of naming them. Sweeping something big
under the rug doesn't make it go away; it trips you up and sends you
sprawling when you venture across the room. Denying real differences
can only compound the confusion that is already widespread in
this era of shifting and re-forming relationships between women and
men [stress added]." (Deborah
Tannen, 1990, You Just Don't Understand: Women And Men In
Conversation, page 16).

"The difficulty is that modern human beings no longer directly
perceive the world they live in and whose conditions affect them."
James Burke and Robert Ornstein, 1995, The Axemaker's Gift: A
Double-Edged History of Human Culture, page 280.

"Climate change is already occurring, and immediate
steps are needed to both slow it down and adapt to the changes
that will occu anyway, scientists said Tuesday [June 15,
2004]." Anon., 2004, Climate really is changing, scientists
say. The San Francisco Chronicle, June 16, 2004, page
A9.

"Male teachers still a rare breed in kindergarten
classrooms. ... Only 21percent of the nation's 3
million elementary and seconday school teachers are men,
the lowest level in 40 years, according to a study released at
the beginning of the school year by the National Education
Association. Only 9 percent of elementary school teachers are
men, and only 2 percent of teachers from
kindergarten through third greade are men, according to the study
[stress added]." Sara Reimer, 2003, Male teachers
still a rare breed in kindergarten classrooms, The San Francisco
Chronicle, November 28, 2003, page C10

"...camera phones are like the soft breezes before the
hurricane. To get a glimpse of what's to come, stop by
Hewlett-Packard's labs in Bristol, England, where researcher Huw
Robson has created camera sunglasses. 'It means you now have a
wearable camera which nobody will notice and which can take
pictures while being involved in events,' Robson told the BBC.
... [Another technology] is a combination of
materials that could lead to cheap, supercomputer memory devices
for achieving digital images. ... The other technology is a
way to stamp every frame taken by the sunglasses camera with
metadata about the image. The technology might include a way to
keep track of where the image was taken, perhaps by using a global
positioning satellite signal. ... Put all three technologies
together, and you have camera sunglasses with a tiny memory
cartridge that could store thousands of images that you could
later easily search [stress added]." Kevin
Maney, 2003, Smile! Phone cameras just the beginning of what's to
come. USA Today, November 26, 2003, page 3B.

"New research on the health effects of air pollution showed for
the first time that tiny airborne soot particles such as those
produced by power plants and diesel engines can be directly linked to
certain types of heart disease [stress added]." John
J. Fialka, 2003, Study Links Soot to Heart Disease. The Wall
Street Journal, December 16, 2003, page D7.

"...increased water consumption is healthy, doctors
say. But the bottles aren't. Last year, more than 93 billion
plastic water containers wound up in U.S. landfills. Laid
end-to-end, that's enough bottles to: Reach the moon and back
38 times; Circle the equator 371 times; Stretch the lkength of the
world's longest river, the Nile, 2,222 times; Line Interstate 80
from New York to San Francisco 3,196 times; Span the length of
California 11,566 times [stress added]."
Anon., 2003, Water bottles bloat landfills. The San
Francisco Chronicle, December 15, 2003, page A21 + A25, page
A21.

"No longer a subject only of computer forecasts and
speculation, effects of climate change are visible right now in
the growth and migration paterns of hundreds of species of plants and
animals around the world, gauging from two separate scientific
studies. From butterflies in California to lichens in the
Netherlands, nature is demonstrting a keen sensitivity to the
planet's rising temperature, researchers conclude in two papers
published today [January 2, 2003] in the journal
Nature. 'I truly believe, like a lot of my colleagues, that
we're on the brink of mass extinction,' said Terry Root, a
Stanford University ecologist who led one of the studies
[stress added]." Edie Lau, 2003, Bugs and birds give
climate clues. The Sacramento Bee, January 2, 2003, page A1 +
A10, page A1.

"Dr. Daniel Pauly of the University of British Columbia
says unchecked fish harvesting will leave little in the sea except
'bait and worse' -- the bottom of the food web." Daniel Pauly,
2003, Iconoclast Looks for Fish and Finds Disaster. The New
York Times, January 21, 2003, page D1

"In just 50 years, the global spread of
industrial-scale commercial fishing has cut by 90 percent the
oceans' population of largre predatory fishes....'With all
this technology together, the fish hardly have a chance'
[stress added]." Andrew C. Revkin,. 2003,
Commercial Fleets Slashed Stocks Of Big Fish by 90%, Study Says.
The New York Times, May 15, 2003, pages A1 + A12, page A1.

"Humans have altered the world's climate by generating
heat-trapping gases since almost the beginning of civilization
and even prevented the start of an ice age several thousand years
ago.... [stress added]." Kenneth Change, 2003,
Scientists Links Man to Climate over the Ages. The New York
Times, December 18, 2003, page A25.

"New evidence found by teams of climate
researchers leaves no doubt that industrial emissions of
greenhouse gasses are responsible for increasing global
temperatures--an ominous trend that has speeded up in the past
50 years and threatens to continue for centuries....
[stress added]." David Perlman, 2003, Changing
climate pinned on humans. The San Francisco Chronicle,
December 4, 2003, page A1 + A21, page A1.

"The average person now changes jobs 8.6 times between the ages
of 18 and 32, according to the U.S. Bureau of Labor Statistics.
Such upheavals in the labor market have forced colleges to
adapt....[stress added]." Emily Bazar, 1999, Number of
Students Over 40 Soaring At College Campuses. The Sacramento
Bee, August 24, 1999, pages 1 and page A10, page 1.

"Across the nation, 2.8 million factory positions--or
16 percent of the manufacturing base--have evaporated in the past
3 1/2 years as plants have consolidated operations or moved
production to cheaper foreing labor markets [stress
added]." Stephanie Simon, 2003, Laid-off Iowa workers losing
more than just paychecks. The San Francisco Chronicle,
December 12, 2003, page D16.

"The United States economy is finally getting stronger, but
there seems to be one unsettling weakness: the apparent wholesale
flight of technology jobs like computer programming and technical
support to lower-cost nations, led by India. The trend is
typically described in ungainly terms--as 'offshore outsourcing' or
'offshoring.' But that rhetorical hurdle has done nothing to lessen
the recent public debate and expressions of angst over this kind of
job migration [stress added]." Steve Lohr,
2003, Offshore Jobs In Technology: Opportunity Or a Threat? The
New York Times, December 22, 2003, pages C1 + C6, page C1.

"Medicine has caught up to Hollywood: The
government approved a tiny camera in a capsule Wednesday
[August 1, 2001] that patients can swallow to give doctors
a close-up view of their small intestine. The camera painlessly
winds its way through the digestive tract, using wireless
technology to beam back color pictures of the gut. ... Doctors
who wish to use the video pill will have to buy a $20,000 computer
workstation; each capsule is $450 [stress added]."
The Associated Press, 2001, FDA Approves Camera Pills To Diagnose
Intestinal Ills. The Sacramento Bee, August 2, 2001, page
A17.

"A small California biotech company today said Tuesday
[July 9, 2002] that it has exclusive right to a new patent
on a technique for producing therapeutic antibodies from corn and
other farm crops." Denise Gellen, July 10, 2002, The Sacramento
Bee, page D3.

"A UC Davis professor has developed a genetically engineered
tomato believed to be the first salt-tolerant variety. Closest to
home, the discovery could have a beneficial impact in the San Jaquin
Valley and Southern California where farmers have been abandoning
fields, in part because of excessive salt in the soil." Paul Schnitt,
2001, Tomato Made For Salty Soil. The Sacramento Bee, July 31,
2001, pages D1 and D6, page D1.

"They've tangled with corn and tinkered with the
potato. Now the biotech industry is aiming its genetic know-how
at cattle, to bring you pound after pound of perfect beef.
Convinced that people will pay handsomely for the most tender of
tenderloins, a maryland company has been sifting through cow
genes to identify traits that separate a juicy steak from
hamburger meal. ... Cattle producers usually don't know
whether beef is top grade until blade meets carcass at the
salughterhouse. Company officials predict that early screening
could save producers money by pinpointing which animals should
receive premium feed and attention [stress
added]." Carolyn Abraham, 2002, Gene Map To A Juicier Steak.
TheSan Francisco Chronicle, June 17, 2002, page E2.

"A report released Wednesday concludes that the 2 million
California children who attend school in portable classrooms may be
exposed to high levels of airborne carcinogenic materials. ...
Portable classrooms are made of plastics and other synthetic
materials that 'outgas' toxic compounds. The number of portable
classrooms has exploded in California since the Class Size Reduction
Act of 1997 went into effect. ... In 1991, there were approximately
43,000 such classrooms in the state. Today, there are about 86,500,
accomodating about 2 million students. ... The report follows than
announcement by a Santa Clara toxicologist who found high quantitites
of aresnic, benzene and phenol--all associated with modern building
materials--in the blood and urine of students who attended school
in portable classrooms in Saugus, in Los Angeles Countty.
[stress added]." San Francisco Chronicle, May
28, 1999, page A19.

"Scientists have bad news for people who think they
can deftly drive a car while gabbing on a cell phone. The
first study using magnetic resonance images of brain activity to
compare what happens in people when they do a complex task, as
opposed to two tasks at a time, reveals a disquieting fact: The
brain appears to have a finite amount of space for tasks requiring
attention. When people try to drive in heavy traffic and talk,
researcher say, brain activity doe not double. It decreases.
People performing two demanding tasks simultaneously do neither
one as well as they do each one alone. The study, published in
tomorrow's issue of the journal Neurolmage. ... The
active regions are measured in voxels, volumes of brain tissue
about the size of a grain of rice. When a particular part of the
brain is working hard, more voxels light up [stress
added]." Sandra Blakeslee [New York Times],
2001, Yakking And Driving May Not Mix Well. The San Francisco
Chronicle, July 31, 2001, page A2.

"Dozens of factories in Contra Costa County's industrial
belt contain dangerous amounts of hazardous materials, but
county officials said Wednesday that they have not determined how
many have backup generators to avoid potential disaster when
blackouts hit this summer. It is a major concern in the county
with the highest amount of hazardous materials per capita in
California...[stress added]." Joe Garofoli
and Pia Sarkar, 2001, Chemical Leak Waves Red Flag in Contra Costa.
The San Francisco Chronicle, May 4, 2001, page A19 and A21,
page A19.

"The genetically engineered pet appears to have
arrived. In a development that is likely to inspire both
fascination and alarm, a Texas company said yesterday [Novmber
21, 2003] that it would soon start selling a genetically
engineered aquarium fish that glows in the dark. The GloFish,
as it is called, is a zebra fish containing a gene from a sea
coral that makes the fish bright red under normal light and
fluorescent under ultraviolet light. Zebra fish, about an
inch and a half long, are nomally silver and black
[stress added]." Andrew Pollack, 2003,
Gene-Altering Revolution Is About to Reach the Local Pet Store:
Glow-in-the-Dark Fish. The New York Times, November 22,
2003, page A1

"Infections caused by germs that resist treatment with
antibiotics kill more than 14,000 Americans each year
[Urbanowicz Adds} approximately 38 people a day!],
says a coalition of federal and private groups that met Tuesday
[April 15, 2001] in Washington, D.C., to launch an education
campaign called Save Antibiotic Strength. Pilot programs will begin
in San Diego, Norfolk, Va., and the state of Connecticut to raise
awareness of the dangers of overprescription and misuse of
antibiotics, which can lead to drug resistance [Urbanowicz
adds} as a result of "evolution"]. 'It is estimated that 50
million antibiotic prescriptions for illnesses such as cold or flu
are given each year [or ~136,986/day!], and are of no
benefit in treating such conditions,' says Richard Roberts,
president of the American Academy of Family Physicians
[stress added]." Michelle Healy, 2001, A Better Life.
USA Today, April 18, 2001, page 6D.

"What makes the situation so desperate, experts
agree, is that new and more effective drugs are not, in
themselves, enough. As Richard Colonno, vice president for
infectious disease at Bristol-Myers Squibb, sees it, what new
drugs do is reset a pathogen's biological clock. They buy time,
but eventually resistance to these compounds will also arise.
Why? In a word, evolution [stress added]."
J. Madeline Nash, 2001, The Antibiotic Crisis. Time,
January 15, 2001, No Page Number.

"To stop an infection, most doctors automatically reach for an
antibiotic, the most effective way known to kill off
infectious germs. But antibiotics are the nuclear weapons of
medicine--they often also wipe out helpful bacteria and forster
the growth of drug-resistant germ strains [stress
added]." David P. Hamilton, 2002, Toothless Germs Can't Bite.
The Wall Street Journal, April 11, 2002, page D8.

"Scientific evidence is mounting that...music may be
as powerful a food for the brain as for the soul. Not only
does it pluck at emotional heart strings, but scientists say that
it also turns on brain circuits that aid recognition of patterns
and structures critical to development of mathematics skills,
logic, perception and memory [stress added]." Bill
Henrrick, 1996, Parents, Studies Say Music Lends An Ear To
Learning. San Francisco Chronicle, July 6, 1996, page A7.

"Why We're So Nice: We're Wired to Cooperate" by Natalie
Angier, July 23, 2002, The New York Times, page D1 and D8}
"The reseachers, performing their work at Emory University in
Atlanta, used magnetic resonance imaging [MRI]...."

"BRAIN STRAIN: Feel like you can't think straight
when you're stressed out? You're probably right. Researchers who
injected volunteers with cortisol--a hormone secreted during
stress--report that those who received the highest doeses for the
longest period (four days) had the most trouble recalling a story
they had been told. There is a bright spot: a week after the
hormone injections stopped, memory was completely restored."
Janice M. Horowitz, 1999, Time, June 28, 1999, page 79.

"Radioactive rain still falls periodically on Moscow, 15 years
after Ukraine's Chernobyl nuclear power station exploded
[April 26, 1986] in what was the world's worst peacetime
nuclear disaster. Although Moscow originally was not designated as an
affected territory after the accident, Natalya Shandala of Moscow's
Institute of Biophysics announced, 250 times above the normal
after the explosion. The accident affected at least 3 million
people and continues to cause more frequent occurences of disease,
including thyroid cancers, and high levels of stress and suicide in
the contaminated areas [stress added]." Steve
Newman, 2001, The San Francisco Chronicle, May 6, 2001.
[And see, if you wish} http://www.uilondon.org/industry/chernobyl/inf07.htm]

"Genes are found to foretell fate of breast cancers. ... Gene
samples from tumors can be anaylzed using microarrays to predict the
cancer's treatability." Gina Kolata, 2002. Breast Cancer: Genes are
tied to death rates. The New York Times, December 19, 2002,
pages A1 + A23.

"In a potential payoff from genomics research, cancer
researchers, are increasingly confident they can identify
molecular 'fingerprints' in tumors that will predict whether a
given cancer is likely to spread quickly and lead to early death.
Such findings could eventually revoutionize the way many cancers
are treated [stress added]." David P. Hamilton,
'Fingerprints' Of Cancer Cells Coould Predict Disease's Spread.
The Wall Street Journal, December 19, 2002, page B1.

"For women diagnosed with moderately serious breast cancer, a
large network of supportive friends and relatives cuts the risk of
recurrence and death by 60% over seven years, a researcher reports
today." Friends May Make Breast Cancer More Survivable. Marilyn
Elias, 2001, USA Today, March 8, 2001, page D1.

"'Intriguiging' Study Says Prayer Can Heal. Prayer
may not only warm the heart--it may improve its health as
well, according to a preliminary study by Duke University. The
study found that angioplasty patients with acute heart ailments
who were prayed for by seven religious groups did 50 to 100
percent better during their hospital stays than patients who
received no prayers [stress added]." Scott
Mooneyham [Associated Press Writer], 1998, The Chico
Enterprise-Record, page 6A.

"Scientists are gaining new insight into the role of
temperament in making some people vulnerable to physical disease
through studies exploring how stress influences the immune system,
weakeneing disease-fighting cells and creating fertile environments
for pathogens. ... In shy people, the nervous system may be more
likely to produce a stress reaction during social interactions--so
they aintain their internal stress balance by limiting contact with
other people. ... Scientists are far from understanding all the
links in the bewildering number of chemicals that establish feedback
loops between the body and the brainm but teams of researchers at
the intersection of neurology, immunology and endocrinology are
working to chart all the pathways and signals [stress
added]." Shankar Vendantam, Insights into shyness, health: Aids
study finds introverts less resistant to virus, with weaker response
to treatment. The San Francisco Chronicle, December 23, 2003,
page A4.

"There are more things in heaven and earth, Horatio,
Than are dreamt of in your philosophy." William Shakespeare
(1564-1616), Hamlet, Act I, Scene V.

"Scientists are far from understanding everything about colds. But
a growing pool of evidence suggests that personality, stress and
social life all can influence healtyhy adults' vulnerability to cold
symptoms. ... Happy, relaxed people are more resistant to illness
than those who tend to be unhappy or tense [stress
added]." Marilyn Elias, 2003, In the war on colds, personality
counts. USA Today, December 2, 2003, page 5D.

"Scientists suspect there may be a handful of
age-defying genes [in human beings], and the
competition to pinpoint and understand them is heated. Medical
researchers and drug company scientists reason that if they can
figure out exactly what those genes do, they may be able to
develop drugs or other treatments to enhance or mimic their action
[stress added]." Mary Duenwald, 2003, Puzzle of The
Century [in Nova Scotia]. Smithsonian, January
2003, Vol. 13, No. 10, pages 72-80, page 77.

"Scientists tie gene to heart attacks. The first gene linked
directly to hear attacks has been isolated from an extended Iowa
family that has been plagued for generations with rampant coronary
artery disease. ... 'This is the first heart attack gene,'
said [Dr. Eric J.] Topol of the Cleveland Clinic, head of a
team that discovered the gene [stress added]."
Paul Recer, 2003 Scientists tie gene to heart attacks, The
Sacramento Bee, November 28, 2003, page A8.

"On Saturday [May 31, 2003], The New York
Times reported that a new book about the birth of the
atomic bomb has more than 30 passages that are identical or almost
identical to work in four books by other historians. U.S.
Naval Acadmy historian Brian VanDeMark, 42, author of
'Pandora's Keepers: Nine Men and the Atomic Bomb,' told the
Times that detached readers would consider most of the
suspected passages as 'reasonable paraphrases.' Other passages
will have to be 'reworded or credited in a footnote,' he said
[stress added]." Anon., 2003, Historians shift
policy on plagiarism and misconduct. The Chico
Enterprise-Record, June 1, 2003, page 4B.

And See}http://hnn.us/articles/1477.html
} "Little, Brown yesterday withdrew a book about the creation of
the atomic bomb after four authors complained that more than 30
uncredited passages in it were identical or nearly identical to
passages in their works. Michael Pietsch, the publisher of
Little, Brown, said the companyhad taken the unusual step of
recalling the book, 'Pandora's Keepers: Nine Men and the Atomic Bomb,
from bookstores because 'afterspeaking with the author, we agreed
there were errors in the book that justified withdrawing it.' Mr.
Pietsch said that the author, BrianVanDeMark, an associate professor
at the United States Naval Academy, would 'make any necessary
revision' and that the book would be reissued later but only in
paperback. -- NYT 6/3/03 [stress added].

"The world's most widely grown genetically engineered
crops--soybeans, cotton and corn developed to be impervious to a
popular herbicide--are facing a new challenge to their continued
long-term use. The herbicide, known as Roundup, is starting to
lose its effectiveness in controlling weeds. In the last few
years, weeds resistant to the herbicide have emerged in
Delaware, Maryland, California, western Tennessee and at the edges
of the Corn Belt in Ohion and Indiana. The problem, crop
scientists say, is the very success of the genetically
engineered crops, particularly the soybean, which now account for
more than three-quarters of all soybeans grown in the United
States. Farmers like the genetically engineered crops, which are
sold under the brand name Roundup Ready, because they can spray
Roundup herbicide directly over those fields, killing the weeds
while leaving the crops intact. But the popularity of the
crops has caused the use of the Roundup herbicide to skyrocket,
setting up 'survival of the fittest' conditions in which the rare
weeds that survive the herbicide can flourish
[stress added]." Andrew Pollack, 2003, Widely Used
Crop Herbicide Is losing Weed Resistance. The New York
Times, January 14, 2003, pages C1+C2, page C1.

"You know, as I look back on it now, the ten years between 2005
and 2015 were the most critical time on this planet for our
species. Many of us tried to warn everyone else of the danger of
running out of oil, but few listened. There were good people, people
who care about each other, our children and the planet. We struggled,
but not hard enolugh. The forces of selfish greed fought harder. They
seemed bent on extinction, and almost succeeded. I'm sorry. We're
sorry. Perhaps you can do better [stress added]."
Michael Moore, 2003, Dude, Where's My Country? (NY: Warner
Books), page 94.

"Don't assume that it's too late to get involved
[stress added!]" Morrie Schwartz (1920-1995) as recorded
by Mitch Albom, 1997, Tuesdays With Morrie: An Old Man, A Young
Man, And Life's Greatest Lesson (NY: Doubleday), page 18.

ANTHROPOLOGY & CYBERSPACE (Fall
2004)

"In the summer of 1994 [and how old were you
then?] the Internet was still mainly an academic plaything.
The company that became Netscape Communications had not yet
released its web browser. Many computers still ran MS-DOS. Intel's
new Pentium chip was a luxury, and a 1-gigabyte hard drive was
considered huge." Stephen H. Wildstrom, Lessons from a
Dizzying Decade in Tech. Business Week, June 14, 2004, page
25.

I. CYBERSPACE: A term used William Gibson in
Neuromancer (1984) to describe interactions in a world of
computers and human beings. Cyberspace can be viewed as
another location to be explored and interpreted by
anthropologists. Urbanowicz believes that the "World Wide Web" is
very similar to the period known as "The Enlightenment" in France
(which, combined with the industrial revolution that began in
approximately the 1760's, created the world that we know today). For
some of the reasons that Urbanowicz does what he does, see: http://www.csuchico.edu/~curban/K12Visuals98.htm.

"Software engineers will tell you that the longer
they labor to solve complex problems by manually writing code,
the more they respect the reasoning power of the human
brain. For years, artificial-intelligence researchers have
gained some of their most useful insights from experts in brain
function. And today the biological sciences are making similar
contributions to all sorts of technologies useful to business,
from software that 'grows,' 'heals' and 'reproduces' to tiny
carbon tubes that will allow computer transistors to shrink to
atomic dimentions even as they grow more powerful
[stress added]." Eric Roston, 2002, High Tech
Evolves: More Businesses are studying biology to solve complex
management and computing problems.Time, June 10, 2002,
n.p.

"Though Darwin died more than a century before the advent of
the World Wide Web, his unforgiving survival theory applied as much
to outdoors-oriented sites as to the species. The fittest are still
with us...." Michael Shapiro, 2002, Returning to nature easier
after trekking through Net. San Francisco Chronicle, June 2,
2002,Section C8, page 8.

"The great thing about crummy software is the amount
of employment it generates. If Moore's law is upheld for
another 20 or 30 years, there will not only be a vast amount of
computation going on planet Earth, but the maintenance of that
computation will consume the efforts of almost every living
person. We're talking about a planet of help desks
[stress added]." Jaron Lanier, 2000, One-Half of a
Manifesto: Why stupid software will save the future from
neo-Darwinian machines. Wired, December 2000, 8.12, pages
158-179, page 174.

"First U.S. web site created 10 years ago [December 12,
1991]. MENLO PARK (AP) - Ten years ago, a Stanford University
physicist created the first U.S. web site - three lines of text, with
one link to e-mail and another lionk to a huge scientific database.
Paul Kunz's basic Web site, which first appeared Dec. 12,
1991, was the first U.S. site on the World Wide Web, which was
then just a year old. ... 'I don't think, 10 years ago, anyone
foresaw it would grow this fast,' Kunz said. 'There's a whole
generation of people growing up who think the Web's always
existed.' ... [stress added]." Anon., 2001,
The Chico Enterprise-Record, December 4, 2001, page 4B.

"'It's the information age, and librarians are the
information specialists,' said Kevin Starr, state librarian for
California. ... I think information service is the profession for
the millennium [said Cora Iezza]." Beyond the Dewey
Decimal. Julie N. Lynem, July 14, 2002, The San Francisco
Chronicle, page B1.

"[In 1993....], Marc Andreesen [then 21 years
old] was making $6.85 an hour at a computer lab. He went
on to found Netscape. That changed everything. ... his belly spilled
out of rag-tag clothes, and he littered his car with fast-food
wrappers. Now, he is slim and stylishly dressed. Parked outside is
his impeccably clean Mercedes coupe. ... In 1993, the Internet was
almost solely used by academic research scientists and the
military. Navigating it required memorizing arcane text commands.
Only a few years before [1991], in a research lab in
Switzerland, Tim Berners-Lee [born in 1955] created
the hypertext links that formed the basis for the World Wide Web, but
that was still text-only and not meant for research. No one had
created a visual way to navigate the Net. There was no way to put up
images. Andreesen, Totic, Mittelhauser and a cabal of students worked
part-time at the university's [University of Illinois at
Urbana-Champagne] famed computer lab, the National Center for
Supercomputing Applications (NCSA). There, the idea of a visual
browser bubbled to the surface. Andreesen and fellow NCSA worker Eric
Bina grabbed it. The concept, Andreesen says, 'was just there,
waiting for somebody to actually do it. The two slammed together the
code for the first graphical browser. On March 14, 1993, Andreesen
put it on NCSA's Internet site. He introduced it: 'NCSA Mosaic
provides a consistent and easy-to use hypermedia-based interface into
a wide variety of information sources [stress added]."
Kevin Maney, 2003, "Ten years ago, who knew what his code would do?"
USA Today, March 10, 2003, pagesB1 + B2.

AUGUST 10, 1998} "The driving force in the semiconductor
industry has been the theorem known as Moore's Law. First
posited by Intel Corp. co-founder Gordin Moore in the 1960s, Moore's
Law states that the number of transistors that fit on a chip will
double every 18 months. ... Moore's Law has held true so far, with
Intel's latest Pentium cramming 8 million transistors on a tiny
sliver of silicon. The industry is confident that it can achieve even
more astounding figures, such as 100 million transistors on a chip
[stress added]." San Francisco Chronicle,
August 10, 1998, page E1.

JUNE 21, 2002} "Scientists have developed a new
method of stamping out cheap but powerful computer chips that
could revolutionize the industry and offer consumers a new
generation of high-powered computers. ... 'we might expect
Moore's law to hold for, maybe, another two
decades....'[stress added]" Carl T. Hall, 2002, Chip
Ideas Leads to Faster Computers. The San Francisco
Chronicle, June 21, 2002, page A2.

JUNE 11, 2002} "International Business machines Corp. plans
to announce today that it has doubled the amount of data it can
store per square inch, a finding that could boost the capacity of
cellphones, digital cameras and hand-held computers within a few
years. Researchers at IBM's Zurich laboratory have achieved
storage rates of one terabit per square inch using what are
essentially microscopic punch cards. Such technology could store
25 million printed textbook pages on a surface the size of a postage
stamp, about 20 times what is possible with techniques used in the
best computer hard drives today. ... [the] latest storage
technology could be available commercially as early as 2005 at prices
similar to the memory cards used in digital cameras and other devices
today [stress added]. Kevin J. Delaney, 2002, IBM
to Announce Leap in Capacity of Data Storage. The Wall Street
Journal, June 11, 2002, page D6.

DECEMBER 23, 2002} "Once again, silicon experts have
prolonged the usefullness of the world's premier semi-conductor
material. ... IBM scientists reported that they have made a
working transistor only 6-nm [six nanometers] wide. ... Get
ready for chips crammed with a billion or more transistors
[stress added]." Otis port, 2002, Developments
towatch. Business Week, December 23, 2002, page 88.

NOTE: One nanometer = one-billionth of a meter =
0.00000003937 inch.

"Their operation is all very secret. This is as close as
we can come without one of their security boats coming out and
shooing us off. But it's rumoured they do it through a new
science called nanotechnology [stress added]." Clive
Cussler, 1999, Atlantis Found (NY: Berkley 2001
edition), page 111.

"I.B.M. plans today to describe successful efforts to create
silicon memory chips using a new nanoscale manufacturing
technique. ... to create chips with memory cells just 20 nanometers
in diameter and 40 nanometers apart, A nanometer, one-billionth of a
meter, is the scale by whichindividual molecules are measured. ...
one application of the technology could be to design flash memory
chips with cells roughly 1/100th the size of the cells currently
required to store a piece of data [stress added]."
Barnaby J. Feder, I.B.M. Set to unveil Chip-Making Advance. The
New York Times, December 8, 2003, page C3.

"It may take sophisticated microscopes to see
nanotechnology's products, but the money pouring into the field is
hard to miss." Barnaby J. Feder, 2003, It's a Tiny World. The
New York Times, December 22, 2003, page C1 + C6, page C1.

NOVEMBER 21, 2003: "The recipe for a computer chip of
the future may read something like: Take some wires. Add DNA.
Stir. In an advance that might provide a practical method for
making molecular-sized circuits, the smallest possible, scientists in
Israel used strands of DNA, the computer code of life, to create tiny
transistors that can literally build themselves. 'What we've done
is to bring biology to self-assemble, an electronic device in a tes
tube,' said Dr. Erez Braun, a professor of physics at the
Tecnion-Israel Institute of Technology in Haifa, Israel.....
[stress added]." Kenneth Change, 2003, Smaller
Computer Chips Built Using DNA as Template. The New York
Times, November 21, 2003, page A22.

II. LEARN
A. Learn how to use "search engines" and "subject directories"
and The Meriam Library facilities.B. Learn how to "weigh" the information available over the
Internet!

If you "surf" the web (and I do), please surf carefully and
evaluate wisely: below you have some examples for information
concerning "Charles R. Darwin" available on the web at various points
in time: note the different amounts of data generated by different
search engines: evaluate carefully! Before examing the "Search Engine
Results" below, please consider the following:

"Google--or any search engine--isn't just another
website; it's the lens through which we see that information,
and it affects what we see and don't see. At the risk of
waxing Orwellian, how we search affects what we find and by
extension, how we learn what we know [stress
added]. Lev Grossman, 2003, Search And Destroy. Time,
December 22, 2003, pages 46-50, page 50.

On May 4, 2004, "search engine hits" for "Charles R.
Darwin" resulted in the following information: Google
had 264,000items; Alta
Vista Search had 108,303 items; WiseNut
had 18,247 items; and AllTheWeb
had 91,931 web pages.

On April 14, 2004, "search engine hits" for "Charles R.
Darwin" resulted in the following information: Google
had 268,000items; Alta
Vista Search had 106,585 items; WiseNut
had 18,247 items; and AllTheWeb
had 90,571 web pages.

On March 22, 2004, "search engine hits" for "Charles R.
Darwin" resulted in the following information: Google
had 279,000items; Alta
Vista Search had 90,610 items; WiseNut
had 18,247 items; and AllTheWeb
had 556,125 web pages.

On February 10, 2004, "search engine hits" for "Charles
R. Darwin" resulted in the following information: Google
had 260,000 items; Alta
Vista Search had 90,749 items; WiseNut
had 26,209 items; and AllTheWeb
had 582,798 web pages.

On January 4, 2004, "search engine hits" for "Charles R.
Darwin" resulted in the following information: Google
had 251,000 items; Alta
Vista Search had 89,979 items; WiseNut
had 26,209 items; and AllTheWeb
had 568,418 web pages.

On September 27, 2003, "search engine hits" for "Charles
R. Darwin" resulted in the following information: Google
had 278,000 items; Alta
Vista Search had 81,607 items; WiseNut
had 39,116 items; and AllTheWeb
had 463,572 web pages.

Two things should be obvious:(#1) interest in
Darwin continues and (#2), obviously, just as with people, all
"search engines" are not created equal and there is "cultural
selection" involved in everything we do! How does one "evaluate"
and "use" this wide range of information? One does it just as Darwin
did, carefully, patiently, and slowly, for as Darwin wrote:

"False facts are highly injurious to the progress of
science, for they often endure long; but false views, if supported
by some evidence, do little harm, for every one takes a salutary
pleasure in proving their falseness: and when this is done, one
path towards error is closed and the road to truth is often at the
same time opened." Charles R. Darwin, 1871, The Descent of Man
And Selection in Relation to Sex[1981 Princeton University
Press edition, with Introduction by John T. Bonner and Robert M.
May], Chapter 21, page 385.

III. SOME INFORMATION
A. "Are old PCs Poisoning Us? Toxic gear is piling up in
landfills, but recyclying could help. ... All this may come as a
surprise to those who thought the Information Age would spawn a
cleaner environment [stress added].""
Business Week, June 12, 2000, page 78.
B. On Exploring the World Wide web (from http://www.gactr.uga.edu/exploring/index.html)C. And The World Wide Web itself (at http://www.w3.org/WWW/)

IV. EXPERIMENT and EXPLORE:

"And then the revolution came. ... Computers and
modems and the mighty Web are as ubiquitous in a child's
vocabulary as the multiplication table. ... Experts say that
computers, and more importantly, the Internet, are changing the
way children learn, develop and think. Amanda Stanley had a
computer in her home even when her family chose not to keep a TV
or radio in the house. 'I've been around computers all my life,'
she said. The 13-year-old [born 1987?], who comes from a
family of computer enthusiasts, learned how to paint jeans at a
camp last summer. Now she wants to sell her wearable art online.
She is enrolled in Giga Gals, a program that started at the Austin
[Texas] Children's Museum in February [2000].
Web designers help 9- to 18-year-olds get online and start
their own sites, from Web diaries to e-commerce ventures
[stress added]." Omar L. Gallaga, 2000, For
High-Tech Kids, Computers Are The Norm, Not A Novelty. The San
Francisco Chronicle, May 29, 2000, page B5.

V. THROUGHOUT THIS Guidebook YOU HAVE VARIOUS URL
"addresses" for WEB PAGES to be reached by a browser: they are a
guide for you to explore on your own and they can lead to other
links! (And "multiple" URLs have been provided in case some no
longer exist!) Note distinctions between .edu &
.com & .org & .gov and....

VI. "When this circuit learns your job, what are you going
to do?" In Marshall McLuhan & Quentin Fiore (1967), The Medium
Is The Massage, page 20.

"Career advice for the 21st century: Stay away from any job
that can be done online.... profiting from the Darwinian labor
economics of the Internet [stress added]." Mani
and Me: Hearing 'Mister,' I work Cheap' From Across The Globe. Lee
Gomes, June 3, 2002, The Wall Street Journal, page B.

"Financial-service companies in the U.S. say they expect
to transfer 500,000 jobs, or 8% of industry employment to
foreign countries over the next five years
[2003-2008]....Why? A call-center employee earns
$20,000 a year in the U.S. but only $2,500 in India. And
overseas cable costs have fallen as much as 80% since 1999. At the
higher end, a researcher with a few years of experience might earn
$250,000 on Wall Street, compared with $20,000 in India. Those
sorts of savings are expected to help the U.S. financial industry
cut annual costs [domestic positions] $30 billion a
year by 2008.... [stress added]." Daniel Kadlec,
2003, Where Did My Raise Go? Time, May 26, 2003, pages
45-54, page 50.

"'We used to educate farmers to be farmers, factory workers
to be factory workers, teachers to be teachers, men to be men, women
to be women.' The future demands 'renaissance people. You
can't be productive in the information age if you don't know how to
talk to a diverse population, use a computer, understand a world view
instead of a parochial view, write, speak [stress
added].'" In Byrd L. Jones and Robert W. Maloy, 1996, Schools
For An Information Age: Reconstructing Foundations For learning And
Teaching, page 15.

JUST ONE WORLD WIDE WEB TERM: COOKIE

"Cookies are text files that a Web site places on your hard disk.
They are a tool for personalizing your access and your path through a
Web site. At their most innocent, cookies can help you more than they
help the Web-site operator, by storing log-in information and
preference information you've established so you see the site in the
way you prefer, and get to key information quickly. However,
cookies can also be used by Web-site operators to track your
behavior, target ads at you, and otherwise establish a profile you
never agreed to establish. Both Netscape Navigator and Microsoft
Internet Explorer allow you to block all cookies." Walter S.
Mosberg, The Wall Street Journal, December 23, 1999, page
B8.

NOTE: Some interesting sites were mentioned in USA
Today on 20 March 2001 in an article entitled "Net Makes Cheating
As Easy As ABC" by Karen Thomas (page 3D): "Basically, our
teachers are clueless about the Internet [stress
added]" and on 22 March 2001, the Los Angeles Times
(page T3) covered research on the WWW, beginning with http://www.google.com
and mentioning various sites (also included below):

In June 1993 there were a total of 130 World Wide
Web Sites
In June 1994 there were a total of 2,738 World Wide Web
Sites
In January 1996 there were a total of 100,000 World
Wide Web Sites
In April 1997 there were a total of 1,002,612 World
Wide Web Sites
In February 2000 there were a total of 11,161,811 World
Wide Web Sites
In December 2002, there were a total of 35,543,105
World Wide Web Sites.In July 2003, there were a total of 42,298,371
World Wide Web Sites.On January 1, 2004, there were a total of 46,067,743 World Wide
Web Sites.

"As recently as the early 1990s, most people had never heard of
the internet, and no projection about which direction computer
technology would grow most rapidly mentioned the internet. According
to Time magazine, it took forty years for radio to gain 50
million American listeners. It took thirteen years for
broadcast television and cable to gain 50 million domestic
viewers. But it took only four years for the World Wide Web to get
50 million domestic users. The phenomenal growth of internet
commerce and communication was totally unexpected, confounding
futurists and catching the tech world by surprise [stress
added]." Tomas M. Georges, 2003, DigitalSoul:
Intelligent Machines and Human Values (Westview Press), pages
167-168.

WEEK 4: BEGINNING September 13,
2004

A positive appreciation of the diversity of contemporary
and past human cultures and an awareness of the value of
anthropological perspectives and knowledge in contemporary
society.

II. READINGS in Spradley & McCurdy, 2002, Conformity And
Conflict,as well as below in this Guidebook."Ecology and Subsistence" [Overview], pages
104-108.
"Life Without Chiefs" by Marvin Harris, pages 327-335.
"Lessons from the field" by George Gmelch, pages 46-57.

"Piaget sees two basic mental processes underlying all of
intellectual development: He calls these processes
assimilation and accommodation. Assimilation
involves the incorporation of a new perception into an existing
concept. If a child has learned the concept of bird, he [or
she!] can assimilate new perceptions: birds he has never seen
before into his existing concept of bird. Accommodation is the
complement of assimilation. Accommodation involves the
modification of an existing mental concept to fit new perceptions.
Mental growth is dependent on the continuous interaction between
assimilation and accomodation on increasingly complex levels. For
Piaget, intelligence involves a person intellectually
incorporating the world--assimilation--and modifying his thinking in
order to fit the world--accomodation [stress added]. From
the video: Cognitive Development]

"The first object of any act of learning, over and
beyond the pleasure it may give, is that it should serve us in
the future. Learning should not only take us somewhere; it
should allow us later to go further more easily
[stress added]." Jerome Bruner, 1960, The
Process of Education (Harvard university press), page 17.

And remember from Week I: "The palest ink is
better than the best memory." (Chinese proverb) and "The
ear is a less trustworthy witness than the eye." (Herodotus
[c.485-426 B.C.], TheHistories of
Herodotus, Book 1, Chapter 8) and it was said of Leonardo Da
Vinci (1352-1519): "...he also learned to carry a notebook with
him at all times and to use it, so that whatever went in through
the eye came out through his hand [stress added]."
Holland Cotter, 2002,Leonardo: The Eye, The Hand, The Mind."
The New York Times, January 24, 2003, pages B35 + B37, page
B37.

TO REPEAT} "The transition from hunting to
agriculture had profound consequences. Nomadic groups had
relatively little capacity to alter the environment. Sedentary
populations, on the other hand, transformed the location in many
ways. As archaeological excavations demonstrate, humans cleared
the land, built drainage and water systems, and kept domesticated
animals. As the food supply became more dependable, populations
began to grow in both size and density. Humans increasingly
lived in villages, towns, and subsequently cities, where more
crowded conditions prevailed. Additional contacts between groups
followed the inevitable rise of trade and commerce
[stress added]." Gerald N. Grob, 2002, The
Deadly Truth: A History of Disease in America (Harvard
university Press), page 10.

"The barbarous heathen are nothing more strange to us than we are
to them.... Human reason is a tincture in like weight and measure
infused into all our opinions and customs, what form soever they be,
infinite in matter, infinite in diversity." (Michel Eyquem de
Montaigne [1533-1592], Essays, page 53 [1959
paperback publication of a translation from 1603].

"Lord Voldemort's gift for spreading discord and enmity
is very great. We can fight it only by showing an equally strong
bond of fiendship and trust. Differences of habit and language
are nothing at all if our aims are identical and our hearts
open" [stress added]." Albus Dumbledore,
InHarry Potter And The Goblet of Fire, 2000, by
Joanne K. Rowling, page 723.

"If you can't see that your own culture has its own set of
interests, emotions, and biases, how can you expect to deal
successfully with someone else's culture?" Arthur Kleinman,
Psychiatrist and Medical Anthropologist. In Anne Fadiman,
1997, The Spirit Catches You And You Fall Down: A Hmong Child, Her
American Doctors, And The Collision of Two Cultures (NY: Farrar,
Straus and Giroux), page 261.

"When one comes to think of it, it is pretty obvious
that Woman, not Man was the innovator who laid the
foundations of our civilization. While the men went hunting,
the Woman was the guardian of the fire and, pretty certainly, the
first maker of pottery. It was she who went picking the wild
berries and nuts and seeds and who went poking with sticks to
unearth the edible roots. In the mother-to-daughter tradition, the
knowledge of plants born of long observation led women to
experiment in cultivation. Biologically Woman was more observant
than Man, because the recurring phases of the moon coincided with
the rhythm of her fertile life and she could observe the period of
gestation not only in herself but in the animals and in the
seasonal reappearance of the plants. So she had a sense of Time,
and the measurement of Time was one of the earliest manifestations
of constructive and systematic thinking [stress
added]." Sir Ritchie Calder, 1961, After The Seventh Day:
The World Man Created, page 69.

SPECIFIC TERMS FROM SPRADLEY & McCURDY's "GLOSSARY" pp.
439-443.

CULTURAL ECOLOGY: The study of the way people use their
culture to adapt to particular environments, the effects they have on
their natural surrounding, and the impact of the environment on the
shape of culture, including its long-term evolution.

CULTURE: The knowledge that is learned, shared, and used by
people to interpret experience and generate behavior.

DIVISION OF LABOR: The rules that govern the assignment of
jobs to people.

ECONOMIC SYSTEM: The provision of goods and services to
meet biological and social wants.

ETHNOGRAPHY: The task of discovering and describing a
particular culture.

FAMILY: A residential group composed of at least one
married couple and their children.

HORTICULTURE: A kind of subsistence strategy involving
semi-intensive, usually shifting, agricultural practices.
Slash-and-burn farming is a common example of horticulture.

MAGIC: Strategies people use to control supernatural power
to achieve particular results.

RITE OF PASSAGE: A series of rituals that move individuals
from one social state or status to another.

SUPERNATURAL: Things that are beyond the natural.
Anthropologists usually recognize a belief in such things as
goddesses, gods, spirits, ghosts, and mana to be signs of
supernatural belief.

WORLDVIEW: The way people characteristically look out on
the universe.

PRIMITIVE PEOPLE = "...the Mewites, a small
scattered tribe living mainly on the sea-coast and littoral of
Arnhem Land in Northern Australia. Like most Aboriginal tribes
these people were continually on the move searching for the meagre
food supplies available. [George] Heath and his assistant,
Australian actor Peter Finch who compiled the material from which the
script was constructed and also spoke the commentary, attached
themselves to a group of about fifty people and followed them for
four weeks. The film is divided into three sections. The first
section shows normal community life, the construction of bark
shelters, various food-gathering methods and makes reference to
social structure; the second section shows scenes of burial
rituals; the third describes a wallaby hunt
[stress added]."

The Commonwealth
of Australia [2,941,300 square miles] has a 2002
estimated population of 19,731,000. The World Almanac And Book of
Facts 2004, page 759.]

Captain James Cook [1728-1779] on Australian
Aborigines: "They may appear to some to be the most
wretched people upon Earth, but in reality they are far more
happier than we Europeans: being wholy unacquainted not only
with the superfluous but the necessary Conveniences so much sought
after in Europe, they are happy in not knowing the use of them.
They live in a tranquility which is not disturb'd by the
Inequality of Condition: The Earth and the sea of their own accord
furnishes them with all things necessary for life.... They
seem'd to set no Value upon anything we gave them, nor would they
ever part with any thing of their own for any one article we could
offer the; this is my opinion argues that they think themselves
provided with all the necessarys of Life [stress
added]." In} Tony Horwitz, 2002, Blue Latitudes: Boldly
Going Where Captain Cook Has Gone Before (NY: Henry Holt and
Company), pages 177-178.

"For thousands of years, Australian aborigines have painstakingly
harvested the hollow branches of eucalyptus trees to make
didgeridoos, their sacred musical instrument. ...
[Australian aborigines do not "look too kindly upon"] the
growing number of non-Australians who have jumped on the didgeridoo
bandwagon and spawned an industry of distinctly foreign adaptations
of the instrument...." Jeanne Cummins, 2002, The Didgeridoo Is Sacred
to Aborigines Who Hate the Fakes. The Wall Street Journal,
July 9, 2002, page 1 + A10, page 1.

"...the continent of Greater Australia must have been
colonised prior to about 40,000 years ago, the times of our
ealiest evidence. From all indications the colonists arrived from
Southeast Asia by sea, and can be counted amongst the earliest of
modern human populations." Harry Lourandos, 1997, Continent of
Hunter-Gatherers: New Perspectives in Australian Prehistory
(Cambridge University Press), page 296.

"The evidence itself is, however, constantly changing or being
modified. As we go to press new claims are being made of a radically
early chronology for the prehistory of Australia. From the site of
Jinmium in the Kimberly of northwestern Australia have been reported
fallen panels of rock art engravings dated at between 58,000 and
75,000 years ago, and stone artefacts at between 116,000 and
176,000 years ago [stress added]." Harry
Lourandos, 1997, Continent of Hunter-Gatherers: New Perspectives
in Australian Prehistory (Cambridge University Press), page
xv.

"Australia's Aborigines may have created one of the
world's oldest art forms and have certainly created one of the
newest. Travelers in the remote outback of central and
northwestern Australia can see cave paintings and rock carvings
that date back at least 30,000 years. ... that may predate the
oldest cave paintings in Europe. ... Thirty years ago
[1973] Aboriginal work was hardly recognized as art.
... Less than 20 years ago [1983] 'you could barely
give it away,' ... 'But our sales in July [2003]...
we'll have people from all over the world bidding hundreds of
thousands of dollars of art you could have bought for hundreds in
the 1970s [stress added]." Tony Clifton, 2003,
Aborigines' art comes out of the cave, into galleries. The San
Francisco Chronicle, April 25, 2003, page D21.

"A skeleton dated to 62,000 years ago has been found near Lake
Mungo in southeastern Australia. The remains are clearly modern,
with slender limb bones and a high, domed skull. And at a remarkable
site in northern Australia, the initial colonists of the continent
seem to have hollowed out an array of indentations on the face of a
rock--perhaps the earliest instance yet known of symbolic thinking
[stress added]." Steve Olson, 2002, Mapping Human
History: Discovering The Past Through Our Genes (Boston/New York:
Houghton Mifflin Co.), page 129.

"Aboriginal Australia was divided into some three hundred
tribes, each associated with a separate area. Tribal unity was
based on common language and common mythology, but not
usually upon group action. For the individual native, membership in a
local group or horde was much more important than tribal membership.
Each horde was identified with a subdivision of the tribal area and
consisted of a number of families related to one another through
various kinship ties. Males usually dwelt throughout their lives
in the territory where they were born; wives were selected from other
parts of the tribe and moved to their husbands' place at marriage.
But although residence was more commonly based upon father
relationships, ties with the mother were also emphasized through
important totemic means. Yet more important than either of these
social groupings was the biological family unit. ... The family unit
has been aptly called the group of orientation. For, in Australia as
in most other primitive [sic.] cultures, an individual's
family relationships determined the kinship terms and behavior he
used toward every other person in his social universe
[stress added]." Douglas L. Oliver, The Pacific
Islands, 1961, pp. 31-32.

"In considering the political structure of the native
Australians we must remember that Australia is a continent, and
the only one that was inhabited exclusively by hunters and
gatherers. Probably the most formal and the most complex kind
of chieftainship recorded in Australia was that of the Jaraldi
people in the Lower Murray River country, one of the continents
most populous regions. In the middle of the last century, each
territorial clan had its own headman and council, and there was
also a paramount chief for the entire tribe. The council members
of each clan were elected in a meeting between the
middle-aged and elderly men, and a few of the outstanding younger
ones as well. In a few cases women were also elected
[stress added]." Carlton S. Coon, The Hunting
Peoples, 1971: 282-283.

SeeSan Francisco Chronicle of 29 May 1997:
"Australia ruled out any compensation yesterday for 100,000
Aboriginal children forcibly taken from their families by the
government for more than a half a century until the early 1970s. ...
Under state laws starting in 1910, the government removed Aboriginal
children from their families because the white majority considered it
as in their best interest. ... Australia's 303,000 Aborigines make up
1 percent of its population. They have long complained of
discirimination, and they lag behind other Australians in access
to jobs, education and health services [stress
added]." (page A10).

"The Rainbow Warrior. An Aboriginal tribe called
the Eora had lived around the shores of Sydney Harbor for more
than 20,000 years before the British arrived in 1788. They called
the place Weerong, and the harbor Cadi. At first the British were
greeted with curiosity but not aggression, until an Eora leader
named Pemulwuy realised how new diseases were spreading into his
people's lands. Permulwuy united other tribes in the Sydney
region and ran a very highly effective guerilla warfare campaign
for 13 years from 1789. He might be seen as Australia's version of
William Tell or Ho Chi Minh or Robin Hood--except that he didn't
win. In 1802 he was captured by British troops. His head was
slashed off with a sabre, preserved in alcohol and sent to London
in a barrel as a specimen of local fauna. In a letter accompanying
the head, Governor King wrote: 'Altho' a terrible pest to the
colony, he was a brave and independent character
[stress added]." David Dale., 2000, The Word Is
Casual. The Sydney Morning Herald supplement in USA
Today, 7 June 2000, page 4.

"It spotlights a shameful recent chapter of Australian history,
when racist kidnappings were part of that country's official
policy, yet 'Rabbit-Proof Fence' turns this dubious past
into a breathtaking story of defiance and triumph that has to be
considered one of the year's most sublime films. Direcotr Phillip
Noyce based his movie on the lives of three Aboriginal girls who,
in 1931, escaped from their captors into a shaky freedom that
required them to traverse more than 1,000 miles.... Between 1910
and 1970, the Australian government targeted mixed-race Aboriginal
children in the outback and took themn to reorientation centers.
There they were forced to speak English, attend Church and learn
'skills' they would use as servants and laborers for white people.
One hundred thousand Aboriginal children were taken this way from
their parents, according to an Australian government report
released in 1997 [stress added]." Jonathan Curiel,
2002, Following the fence to freedom: Aboriginal girls' escape makes
for gripping drama. The San Francisco Chronicle, December 25,
2002, pages D1 + D9."Body Ritual Among the Nacirema" by Horace
Miner in The American Anthropologist, Vol. 58 (1956), pp.
503-507.

"The anthropologist has become so familiar with the diversity of
ways in which different peoples behave in similar situations that he
[or she!] is not apt to be surprised by even the most exotic
customs. In fact, if all of the logically possible combinations of
behavior have not been found somewhere in the world, he is apt to
suspect that they must be present in some yet undescribed tribe. This
point, has, in fact been expressed with respect to clan organization
by Murdock [of HRAF interests]. In this light, the magical
beliefs and practices of the Nacirema present such unusual aspects
that it seems desirable to describe them as an example of the
extremes to which human behavior can go.

Professor Linton first brought the ritual of the Nacirema to the
attention of anthropologists twenty years ago, but the culture of
this people is still very poorly understood. They are a North
American group living in the territory between the Canadian Cree, the
Yaqui and Tarahumare of Mexico, and the Carib and Arawak of the
Antilles. Little is known of their origin, although tradition states
that they came from the east....

Nacirema culture is characterized by a highly developed market
economy which has evolved in a rich natural habitat. While much of
the people's time is devoted to economic pursuits, a large part of
the fruits of these labors and a considerable portion of the day are
spent in ritual activity. The focus of this activity is the human
body, the appearance and health of which loom as a dominant concern
in the ethos of the people. While such a concern is certainly not
unusual, its ceremonial aspects and associated philosophy are
unique.

The fundamental belief underlying the whole system appears to be
that the human body is ugly and that its natural tendency is to
debility and disease. Incarcerated in such a body, man's only hope is
to avert these characteristics through the use of the powerful
influences of ritual and ceremony. Every household has one or more
shrines devoted to this purpose. The more powerful individuals in the
society have several shrines in their houses and, in fact, the
opulence of a house is often referred to in terms of the number of
such ritual centers it possesses. Most houses are of the wattle and
daub construction, but the shrine rooms of the more wealthy are
walled with stone. Poorer families imitate the rich by applying
pottery plaques to their shrine walls.

While each family has at least one such shrine, the rituals
associated with it are not family ceremonies but are private and
secret. The rites are normally only discussed with children, and then
only during the period when they are being initiated into these
mysteries. I was able, however, to establish sufficient rapport with
the natives to examine these shrines and to have the rituals
described to me.

The focal point of the shrine is a box or chest which is built
into the wall. In this chest are kept the many charms and magical
potions without which no native believes he could live. These
preparations are secured from a variety of specialized practitioners.
The most powerful of these are the medicine men, whose assistance
must be rewarded with substantial gifts. However, the medicine men do
not provide the curative potions for their clients, but decide what
the ingredients should be and then write them down in an ancient and
secret language. This writing is understood only by the medicine men
and by the herbalists who, for another gift, provide the required
charm.

The charm is not disposed of after it has served its purpose, but
is placed in the charmbox of the household shrine. As these magical
materials are specific for certain ills, and the real or imagined
maladies of the people are many, the charm-box is usually full to
overflowing. The magical packets are so numerous that people forget
what their purposes were and get to use them again. While the natives
are very vague on this point, we can only assume that the idea in
retaining all the old magical materials is their presence in the
charmbox, before which the body rituals are conducted, will in some
way protect the worshipper.

Beneath the charmbox is a small font. Each day every member of the
family, in succession, enters the shrine room, bows his head before
the charm-box, mingles different sorts of holy water in the font, and
proceeds with a brief rite of ablution. The holy waters are secured
from the Water Temple of the community, where the priests conduct
elaborate ceremonies to make the liquid ritually pure.

In the hierarchy of magical practitioners, and below the medicine
men in prestige, are specialists whose designations is best
translated 'holy-mouth-men.' The Nacirema have an almost pathological
horror of and fascination with the mouth, the condition of which is
believed to have a supernatural influence on all social
relationships. Were it not for the rituals of the mouth, they believe
that their teeth would fall out, their gums bleed, their jaws shrink,
their friends desert them, and their lovers reject them. They also
believe that a strong relationship exists between oral and moral
characteristics. For example, there is a ritual ablution of the mouth
for children which is supposed to improve their moral fiber.

The daily body ritual performed by everyone includes a mouth-rite.
Despite the fact that these people are so punctilious about care of
the mouth, this rite involves a practice which strikes the
uninitiated stranger as revolting. It was reported to me that the
ritual consists of inserting a small bundle of hog hairs into the
mouth, along with certain magical powders, and then moving the bundle
in a highly formalized series of gestures.

In addition to the private mouth-rite, the people seek out a
holy-mouth-man once or twice a year. These practitioners have an
impressive set of paraphernalia, consisting of a variety of augers,
awls, probes, and prods. The use of these objects in the exorcism of
the evils of the mouth involves almost unbelievable ritual torture of
the client. The holy-mouth-man opens the clients mouths and, using
the above mentioned tools, enlarges any holes which decay may have
created in the teeth. Magical materials are put into these holes. If
there are no naturally occurring holes in the teeth, large sections
of one or more teeth are gouged out so that the supernatural
substance can be applied. In the client's view, the purpose of these
ministrations is to arrest decay and to draw friends. The extremely
sacred and traditional character of the rite is evident in the fact
that the natives return to the holy-mouth-men year after year,
despite the fact that their teeth continue to decay.

It is to be hoped that, when a thorough study of the Nacirema is
made, there will be careful inquiry into the personality structure of
these people. One has but to watch the gleam in the eye of a
holy-mouth-man, as he jabs an awl into an exposed nerve, to suspect
that a certain amount of sadism is involved. If this can be
established, a very interesting pattern emerges, for most of the
population shows definite masochistic tendencies. It was to these
that Professor Linton referred in discussing a distinctive part of
the daily body ritual which is performed only by men. This part of
the rite involves scraping and lacerating the surface of the face
with a sharp instrument. Special women's rites are performed only
four times during each lunar month, but what they lack in frequency
is made up in barbarity. As part of this ceremony, women bake their
heads in small ovens for about an hour. The theoretically interesting
point is that what seems to be a preponderantly masochistic people
have developed sadistic specialists.

The medicine men have an imposing temple, or latipso, in every
community of any size. The more elaborate ceremonies required to
treat very sick patients can only be performed at this temple. These
ceremonies involve not only the thaumaturge but a permanent group of
vestal maidens who move sedately about the temple chambers in
distinctive costume and headdress.

The latipso ceremonies are so harsh that it is phenomenal that a
fair proportion of the really sick natives who enter the temple ever
recover. Small children whose indoctrination is still incomplete have
been known to resist attempts to take them to the temple because
'that is where you go to die.' Despite this fact, sick adults are not
only willing but eager to undergo the protracted ritual purification,
if they can afford to do so. No matter how ill the supplicant or how
grave the emergency, the guardians of many temples will not admit a
client if he cannot give a rich gift to the custodian. Even after one
has gained admission and survived the ceremonies, the guardians will
not permit the neophyte to leave until he makes still another
gift.

The supplicant entering the temple is first stripped of all his or
her clothes. In everyday life the Nacirema avoids exposure of his
body and its natural functions. Bathing and excretory acts are
performed only in the secrecy of the household shrine, where they are
ritualized as part of the body-rites. Psychological shock results
from the fact that body secrecy is suddenly lost upon entry into the
latipso. A man, whose own wife has never seen him in an excretory
act, suddenly finds himself naked and assisted by a vestal maiden
while he performs his natural functions into a sacred vessel. This
sort of ceremonial treatment is necessitated by the fact that the
excreta are used by a diviner to ascertain the course and nature of
the client's sickness. Female clients, on the other hand, find their
naked bodies are subjected to the scrutiny, manipulation and prodding
of the medicine men.

Few supplicants in the temple are well enough to do anything but
lie on their hard beds. The daily ceremonies, like the rites of the
holy-mouth-men, involve discomfort and torture. With ritual
precision, the vestals awaken their miserable charges each dawn and
roll them about on their beds of pain while performing ablutions, in
the formal movements of which the maidens are highly trained. At
other times, they insert magic wand's in the supplicant's mouth or
force him to eat substances which are supposed to be healing. From
time to time the medicine men come to their clients and jab magically
treated needles into their flesh. The fact that these temple
ceremonies may not cure, and may even kill the neophyte, in no way
decreases the people's faith in the medicine men.

There remains one other kind of practitioner, known as a
'listener.' This witchdoctor has the power to exorcise the devils
that lodge in the heads of people who have been bewitched. The
Nacirema believe that parents bewitch their own children. Mothers are
particularly suspected of putting a curse on children while teaching
them the secret body rituals. The counter-magic of the witchdoctor is
unusual in its lack of ritual. The patient simply tells the
'listener' all his troubles and fears, beginning with the earliest
difficulties he can remember. The memory displayed by the Nacirema in
these exorcism sessions is truly remarkable. It is not uncommon for
the patient to bemoan the rejection he felt upon being weaned as a
babe, and a few individuals even see their troubles going back to the
traumatic effects of their own birth.

In conclusion, mention must be made certain practices which have
their base in native esthetics but which depend upon the pervasive
aversion to the natural body and its functions. There are ritual
fasts to make fat people thin and ceremonial feasts to make thin
people fat. Still other rites are used to make women's breast's
larger if they are small, and smaller if they are large. General
dissatisfaction with breast shape is symbolized in the fact that the
ideal form is virtually outside the range of human variation. A few
women afflicted with almost inhuman hyper-mammary development are so
idolized that they make a handsome living by simply going from
village to village and permitting the natives to stare at them for a
fee.

Reference has already been made to the fact that excretory
functions are ritualized, routinized, and relegated to secrecy.
Natural reproductive functions are similarly distorted. Intercourse
is taboo as a topic and scheduled as an act. Efforts are made to
avoid pregnancy by the use of magical materials or by limiting
intercourse to certain phases of the moon. Conception is actually
very infrequent. When pregnant, women dress so as to hide their
condition. Parturition takes place in secret without friends or
relatives to assist, and the majority of women do not nurse their
infants.

Our review of the ritual life of the Nacirema has certainly shown
them to be a magic-ridden people. It is hard to understand how they
have managed to exist so long under the burdens which they have
imposed upon themselves. But even such exotic customs as these take
on real meaning when they are viewed with the insight provided by
Malinowski when he wrote:

'Looking from far and above, from our high places of safety in the
developed civilization, it is easy to see all the crudity and
irrelevance of magic. But without its power and guidance early man
could not have mastered his practical difficulties as he has done,
nor could man have advanced to the higher stages of civilization.'"
[NOTE: The article also appears in The Nacirema:
Readings on American Culture, 1975, edited by J. Spradley and M.
Rynkiewich, pp. 10-13]

POSSIBLE QUESTIONS FOR EXAM I (20%)
ON FRIDAY SEPTEMBER 24, 2004.

1. Anthropology provides ______ basis for dealing with the
crucial dilemmas of today's world. (a) an historical; (b) a
scientific; (c) a computerized; (d) a romantic

2. Among the Yanomamo, the following took place: (a)
alliances; (b) trading; (c) feasts; (d) all-of-the-above.

3. Someone has written that "You may not believe in
evolution, and that is all right. How we humans came to be the way we
are is far less important than...": (a) how we should act now to get
out of the mess we have made for ourselves; (b) how will we create
rules of descent; (c) where the next fossil finds will be found; (d)
all-of-the-above.

4. Recent scientific studies continue to warn that
humanity's demands on natural resources: (a) have yet to be reached;
(b) are in balance with nature; (c) are reaching, or have already
hit, unsustainable levels; (d) sorry: never mentioned!

5. The following has been described as forming the "spine"
of Bushmen life: (a) trust; (b) peace; (c) cooperation; (d)
all-of-the-above.

6. TRUE FALSE For various anthropologists, "evidence" can
be tools, bones, or genes.

III.EXAM I (20%) ON FRIDAY
SEPTEMBER 24, 2004.
A. Review all Spradley & McCurdy pages & Guidebook
pages to date.B. Map} Central and South America and Africa.C. Map, Multiple Choice, and True/False.D. ONCE AGAIN} A "REPEAT" OF SOME OF THE TRANSPARENCIES USED USED
ON DAY 1 OF CLASS (August 23, 2004) IS AVAILABLE AT: http://www.csuchico.edu/~curban/PowerPoint/SOSC103FA2004

IV. PLEASE REMEMBER THE "SAMPLE" EXAM QUESTIONS AND MAP BELOW
(AS WELL AS THE SELF-TEST ON THE WEB).

BUSHMEN
OF THE KALAHARI = "The National Geographic Society sent
John Marshall [born 1934] to Botswana (he was not allowed to
return to Namibia until 1978) in 1972-74 to update the film story of
the Ju/'hoansi." in The Cinema of John Marshall, 1993 (Edited
by Jay Ruby), p. 265.

VIDEO: John Marshall & Kerewele Ledimo seek the village
of !Kadi and ask the question "Do the people still pursue their
ancient way of life and freedom of the Kalahari? ... The people I
lived with in the Western Kalahari called themselves zhutwa si [the harmless people; they also call all strangers
zhu dole or dangerous people]." ... "Beyond satisfying
hunger, hunting confirmed kinship ties ... drawing them together. ...
Kinship has always been the key to Bushmen survival."

"The Kalahari is never well watered, so the !Kung are
used to long dry spells, during which they fall back on the most
reliable water holes and eat a far wider range of plant foods. ...
Each family creates ties with others in a system of mutual
reciprocity called hxaro. Hxaro involves a balanced,
continual exchange of gifts between individuals that gives both
parties access to each other's resources in times of need.
Hxaro relationships create strong ties of friendship and
commitment. Hxaro distributes risk by giving each party an
alternative residence, sometimes up to fifty to two hundred
kilometers away. Each family has options when famine threatens."
Brian Fagan, 1999, Floods, Famines, and Emperors: El
Niño and the Fate of Civilizations, page 78.

VIDEO: Mentions John Marshall's sister Elizabeth Marshall
(who wrote a 1958 book entitled The Harmless People. "Most
respected for scientific work would be Lorna Marshall, John's
mother.

NOTE: John Marshall wrote that "from ÇToma
(1911-1988), I learned as much about observing as I did about
hunting and gathering. ÇToma taught me how to watch, listen
and suspend judgement. ... ÇToma stressed the importance of
telling the truth and being specific. For obvious reasons,
Ju/'hoansi could not rely on magic and belief to survive in the
Kalahari where rain is local and erratic, bushfoods are hard to
find and the game is hard to track; arriving where water had been
mistakenly reported could be fatal. Knowledge had to be
extensive, objective and accurate [STRESS
added]." The Cinema of John Marshall, 1993 (Edited by
Jay Ruby) pp. 34-35.

From:The Harmless People: the Bushmen knows "every
bush and stone, every convolution of the ground, and have usually
named every place in it where a certain kind of valid food may be.
... If all their knowledge about their land and its resources were
recorded and published, it would make up a library of thousands of
volumes. Such knowledge was as essential to early man as it is to
these people. ... They have no chiefs or kings, only headmen who
in function are virtually indistinguishable from the people they
lead, and sometimes a band will not even have a headman. A
leader is not really necessary, however, because the Bushmen roam
about together in small family bands rarely numbering more than
twenty people. ... Their culture insists that they share with each
other, and it has never happened that a Bushmen failed to share
objects, food, or water with the other members of his band, for
without very rigid co-operation Bushmen could not survive the famines
and droughts that the Kalahari offers them. ... Trust, peace, and
cooperation form the spine of Bushmen life. ... By maintaining
these three virtues, Bushmen live where otherwise people might not
[stress added]."

"Peaceful cooperation, that's the key." (Sir
Nicholas de Mimsy-Porpington - also known as Nearly Headless Nick}
J. K. Rowling, 2003, Harry Potter And the Order of The Phoenix
(NY: Scholastic Press), page 209.

NOTE: John Marshall wrote that "In order to understand the
problems Ju'hoansi have faced in the last thirty years, and the
changes in their economy and society they have endured, it is
important to know where they started from. But people do not start
from scratch; the invisible reality of history shapes their present
and future [STRESS added]." The Cinema of John
Marshall, 1993 (Edited by Jay Ruby), p. 64.

VIDEO: "We discussed not the past but the new
problems of life on the reservations. ... Their concern was with
the future: I wondered how long their past would remain in living
history."

VIDEO: On Bushmen rock paintings} points out that "theory
says such handprints are signatures or magical signs." ... "They had
so little except a great knowledge of their environment. ... culture
was intangible knowledge, tradition, values: his [musical]
compositions were its living record--easily swept away." ... A
Bushman states that "I left the desert long ago because of thirst. My
father is dead, my people scattered. I am here because there was
nowhere else to go. I don't remember my father's music: why should
I?"

"With one of the highest concentrations of rock art in
the world, Tsodilo has been called the "Louvre of the Desert".
Over 4,500 paintings are preserved in an area of only 10 sq. km of
the Kalahari Desert. The archaeological record of the area gives a
chronological account of human activities and environmental
changes over at least 100,000 years. Local communities in this
hostile environment respect Tsodilo as a place of worship
frequented by ancestral spirits [stress
added]."http://whc.unesco.org/sites/1021.htm
[Tsodilo} Botswana, 2001]

VIDEO: "Their lives depended as they always had, on what
women could gather." ... "..killing so efficiently [now]
instead of an act of kinship...." "...the people were dependent on
their future on an ancient engine and a four-inch pipe."

"The Bushmen are the original people of southern Africa.
(The equivalent words 'Bushmen' and "San' both have derogatory
connotations, but no other terms for this group of people are
available, and many of them prefer 'Bushmen' because of its
association with the land.) Their ancestors have lived here for
tens of thousands of years, perhaps for more than 100,000
years. Over that time the Bushmen developed a way of living in
harmony with each other and with the land. They took what they
needed for the present while ensuring that enough remained for the
future. They built elaborate social networks through
marriages, alliances, and trade. They left
many thousands of painting on rock walls scattered across souther
Africa. But over the last few millennia, other groups have
encroached on their homelands. Somewhat more than 1,000 years
ago, groups of farmers and herers who were taller and had darker
skin began to push into souther Africa from the north.
Gradually the Bushmen either mixed with the invaders or retreated
into less productive lands. Then, in the 1600s and 1700s, Dutch
farmers began to spread north from the Cape of Good Hope.
Although the Bushmen and their neighbors fought desperately to
stop the settlers, gradually the Europeans prevailed
[stress added]." Steve Olson, 2002, Mapping
Human History: Discovering the Past Through Our Genes (Boston:
Houghton Mifflin Company), pages 12-13.

"The list of female inventors includes dancers, farmers,
nuns, secretaries, actresses, shopkeepers, housewives, military
officers, corporate executives, schoolteachers, writers,
seamstresses, refugees, royalty, and little kids. All kinds of people
can and do invent. The idea that one's gender somehow precludes the
possibility of pursuing any technological endeavor is not only
outdated but also dangerous. In the words of 1977 Nobel Prize winner
[in Physiology/Medicine] Rosalyn Yallow: 'The world cannot
afford the loss of the talents of half of its people if we are to
solve the many problems which beset us [stress
added].'" Ethlie Ann Vare and Greg Ptacek, 1987, Mothers of
Invention: From the Bra to the Bomb, Forgotten Women and Their
Unforgettable Ideas, page 17.

"The shrinking of the world makes mutual understanding
and respect on the part of different peoples imperative. The
subtle diversities in the view of life of various peoples, their
expectancies and images of themselves and of others, the differing
psychological attitudes underlying their contrasting political
institutions, and their generally differing 'psychological
nationality' all combine to make it more difficult for nations to
understand each other. It is the anthropologist's duty to point
out that these 'mental' forces have just as tangible effect as
physical forces [stress added]." Clyde Kluckhohn,
1949, Mirror For Man: The Relation of Anthropology To Modern
Life (page 273).

"There was no such thing as a global perspective in a world
where Central America, Tahiti, or Australia was as remote as the moon
is today, nor was one needed. Today....Now we contemplate the
fate not only of minor states or empires spread out over several
ecological zones, but of global civilization [stress
added]." Brian Fagan, 1999, Floods, Famines, and Emperors: El
Niño and the Fate of Civilizations, page 252.

"The midmorning sun over the red dunes of the Kalahari
desert is scorching as Karel Kleinman, a ranger at this remote
park bordering Botswana and Namibia, crouches over a wildebeest
track and keys his observations into a pocket-sized computer. As a
boy, Kleinman roamed the same dunes with his Bushman grandfather,
learning how to track animals while hunting with bow and arrow.
This week, at 58, he begins applying those skills to the computer
age with the CyberTracker, an invention that weds Bushman
traditions with new technology." Vera Haller, 1999, Technology
Helps Trackers Apply Old Skills. USAToday, February
11, 1999, page 13A.

"Until about 10,000 years ago, everyone in the world survived
by hunting and gethering wild foods. They lived in intimate
association with their natural environments and employed a complex
variety of strategies to forage for food and other necessities of
life [stress added]." [The Hunters: Scarce Resources
in the Kalahari. Richard B. Lee, 1968, in Man The Hunter)

"...an unwitting or a deliberate bias in time
perspective. The evaluations about which we hear most have
been made by Western Europeans and their colonial descendants. The
date is the present, when the star of the Occident is in its
ascendancy and its followers have made themselves the masters and
arbiters of the lifeways of the people with whom they compare
themselves. It might, of course, be argued on the Darwinian
principle of the survival of the fittest that this ascendancy is
proof of racial superiority, except that it is a relatively recent
phenomenon that is not correlated with any demonstrable change in
the biological composition of Europeans a generation prior to A.D.
1492. The truth is that a European mastery of large parts of the
globe has been due more to the possession of gunpowder and
iron--both non-European inventions--than to racial
superiority. Comparisons dating from the period just before
the destructive effects of Western civilization made themselves
felt would be more justifiable. Our historical records contain
many illustrations of the fact that Europe then was not much in
advance of many other parts of the world that were conquered by
its representatives. When Cortez reached the Aztec city of
Tenochtitlàn in 1519, he and his men were understandably
astonished by the artistic, industrial, and governmental
achievements of its builders [stress added]." H.G.
Barnett, 1953, Innovation: The Basis of Cultural Change,
page 30.

"Bushmen Squeeze Money From a Humble Cactus.... From a
desert weed known as hoodia, one of the world's oldest and least
developed peoples hopes to enjoy its first taste of prosperity. The
San have suched on hoodia for generations, principally to raise their
energy and fight hunger during long hunting trips. Now,
Pfizer, the international pharmaceutical giant, has begun work
on an appetite suppresant from the plant, and agreed to share the
profits. The deal, which includes the government, is considered a
landmark in the field of inernational property rights [stress
added]." Ginger Thompson, 2003, The New York Times, April
1, 2003, page A4.

"N!xau, the diminutive Bushman catapulted from the
remote sand-swept reaches of the Kalahari Desert to international
stardom in the film 'The Gods Must Be Crazy' has
died, police office said Saturday [July 5, 2003]. He
was estimated to have been about 59.... "The Gods Must Be
Crazy' became a worldwide hit and a top grossing foreign film
after its release in 1980. ... N!xau starred in several
sequely before returning to the familiarity of life as a herdsman
raising cattle and vegetables in the Namibian bush." Tangeni
Amupadhl, 2003, The Sacramento Bee, July 6, 2003, page B7.

"In the age of information, survival still depends on hunters
and gatherers. In that modern day tribe called a corporation, it's
still the survival of the fittest. And in the treacherous nineties,
the fittest will certainly be the best informed. So making it
safely--and prosperously--through the next quarter may well depend on
having a plentiful supply of the news and information business feeds
on." [Paid Advertisement for the Dow Jones Information
Services in The Wall Street Journal, August 19, 1991.

WEEK 6: BEGINNING September 27,
2004

I. CHARLES DARWIN (1809-1882), "DARWINISM" AND CONTROVERSIES.

A positive appreciation of the diversity of contemporary
and past human cultures and an awareness of the value of
anthropological perspectives and knowledge in contemporary
society.

The ability to present and communicate in anthropologically
appropriate ways anthropological knowledge and the results of
anthropological research.

Knowledge of the history of anthropological thought.

II. WRITING ASSIGNMENT #2 INSTRUCTION: PART OF CLASS
PRESENTATIONS (that BEGIN WEEK #12, November 10) and
which will be DUE Friday, December 12, 2003 [10%].

III. PLEASE SEE THE LIST OF CONCEPTS AT THE END OF THE
INFORMATION FOR THIS WEEK (after the Darwin Information): #1} How
would YOU "explain" one concept to a classroom of young people?
#2} How would you "explain" one concept to a group of your
peers (or relatives or friends)?

A. Beginning on Monday November 8, 2004 (Week #12 and
just after EXAM II on Friday November 5) we will have a "panel"
discussion (or individual presentations) every day for the rest of
semester.

B. You must have a one-page handout on YOUR presentation to
distribute to your classmates on YOUR presentation
day.]

D. YOUR second Writing Assignment (10%) IS DUE on Friday
December 10, 2004. THIS WILL CONSIST of your one-page
handout to the class and a brief (two-or-three page?) essay on
your topic and Social Science.

IV. READINGS in Spradley & McCurdy, 2002, Conformity And
Conflict,as well as below in this Guidebook."Using Anthropology" by David W. McCurdy, pages 415-427

V. BY THE END OF THIS WEEK YOU SHOULD HAVE FINISHED Darwin
For Beginners.

"The destruction of the literal interpretation of the
Bible was accomplished by twin European intellectual movements, in
science and history. The scientific movement was started by
Sir Charles Lyell [1797-1895] and other geologists
who were puzzled to explain the existence of the strata of the
earth if it had been created in seven days: the tragic suicide in
1856 of the great amateur geologist and Free Church journalist
Hugh Miller [1802-1856] has been supposed to be connected
with his inability to reconcile his scientific knowledge with his
belief in Genesis. Although it was Charles Darwin's
[1809-1882] theory of biological evolution which most
famously eroded a fundamentalist reading of the Bible and caught
the popular imagination in the following decades, the subjection
of the Bible to higher criticism on historical grounds which began
in Germany in the middle of the century was no less damaging to
the old simplicities. The first scholars influenced by the
German school began to hold positions of power in Scottish
theological colleges from the 1860s. .. William Robertson
Smith [1846-1894], was expelled from his chair in the
Free Church College at Aberdeen [Scotland] for suggesting
that the Pentateuch might have been written by different hands: he
withdrew to Cambridge Universty and pursued his interests in
Oriental languages and relative cultures, to become, in due
course, one of the founding fathers of modern anthropology
[stress added]." T.C. Smout, 1986, A Century of
the Scottish People:1830-1950 (New Haven: Yale
University Press), pages 193-194.

AGAIN, "He was an Englishman who went on a five-year
voyage when he was young and then retired to a house in the
country, not far from London. He wrote an account of his
voyage, and then he wrote a book setting down his theory of
evolution, based on a process he called natural selection, a
theory that provided the foundation for modern biology. He was
often ill and never left England again [stress
added]." John P. Wiley, Jr., 1998, Expressions: The Visible Link.
Smithsonian, June, pages 22-24, page 22.

"The Galapagos Island finches once studied by
Charles Darwin respond quickly to changes in food supply by
evolving new beaks and body sizes, according to researchers
who studied the birds for almost 30 years. Starting in 1973,
husband-and-wife researchers Peter and Rosemary grant of Princeton
University have followed the evolutionary changes in two types
of birds, the ground finch and the cactus finch, on Daphne
Major, one of the Galapagos islands. In a study appearing today in
the Journal Science, the Grants report that climate and weather
have a dramatic effect on the evolutionary path the finches
follow. Ground finches most eat small seeds, and their
beaks have adapted to that purpose. When the weather turned
dry in 1977, most of the plants that produce small seeds on Daphne
Major were killed, leaving little food for finches with modest
beaks. Most died off, but some ground finches with bigger,
stronger beaks survived [stress added]."
Anon., 2002, Finches Shown To Be Able to Change. The
Chico Enterprise-Record, April 26, 2002, page 11A.

"Myths are part of our culture, and Darwin certainly has become
part of a commonly promulgated myth. Some college textbooks,
naive nature films, and popular writings about biology tend to
present a picture of Darin on the Galápagos not unlike the
stroy of Isaac Newton [1642-1727] and the famous apple tree.
... in Darwin's case, the myth would have us believe,
[Darwin] spent a few days on a remote volcanic archipelago
abouninding in odd birds and reptiles, experienced a sudden and
dramatic intellectual metamorphosis, and realized that these
creatures must have evolved and not been separately created. ...
Darwin did not become an evolutionist while on the
Galápagos, nor even during the Beagle voyage. It was
not until he was safely back in England and began the serious
work of compiling and interpreting his numerous specimens that he
became an evolutionist. ... It was not until he had returned to
his native England and consulted with a prominent ornithologist named
John Gould [1804-1881] that he fully embraced the truth of
evolution [stress added]." John Kricher, 2002,
Galápagos (Smithsonian Institution Press), pages
41-42.

"Louis Agasiz [1807-1873], leading naturalist
of the United States, founder of the Museum of Comparative
Zoology at Harvard University, world authority on ichthyology, and
ardent opponent of Darwin's [1809-1882] theories regarding
evolution, visited the Galápagos for nine days in June of
1872, almost a half century after Darwin. For those who naively
believe that a visit to the Galápagos Archipelago will
automatically convert them to a belief in evolution, Douglas
[David Douglas, 1799-1835} noted botanist who was in the
Galápagos in 1825] and Agassiz proved otherwise. In
fairness, however, Agassiz visited the Galápagos only
one year before his death at the age of sixty-six. Unlike
Darwin, who was young and vigorous, and whose mind was still
highly maleable when he explored the islands, Agassiz was frail,
and his beliefs were more than a little firmly entrenched. He
had very little to say in print concerning his impressions of the
islands, though he did suggest in one weakly argued letter to a
friend that his views concerning the truth of creationism were not
shaken by seeing the Galápagos flora and fauna
[stress added]." John Kricher, 2002,
Galápagos (Smithsonian Institution Press), pages
12-13.

VI. ONE CONTROVERSY:The "Scopes Trial" of July 1925 in
Dayton, Tennessee:

On Clarence Darrow (1857-1938): "He had a tremendous lust
for life, yet he came about as close to living according to the
Sermon on the Mount as could any man trying to earn his way in a
competetive world. He was a man with all the faults, shortcomings and
inadequacies of a man, but he was a civilized human being in that he
could not endure to see his fellow human being suffer. His quarrel
had never been with religion itself but with those creeds which
turned their backs on education and science; his quarrel with these
forms of worship was on the ground that they operated against the
welfare of their own people." Irving Stone, Clarence Darrow: For
The Defense (NY: Bantam), page 275.

from: The World's Most Famous Court Trial:
Tennessee Evolution Case (1925) (1990 Reprint Edition
published by Bryan College, Dayton, Tennessee), page 87; the court
transcript points out that Clarence Darrow said: "If
today you can take a thing like evolution and make it a crime to
teach it in the public school, tomorrow you can make it a crime to
teach it in the private schools, and the next year you can
make it a crime to teach it to the hustings or in the church. At
the next session you may ban books and the newspapers. Soon you
may set Catholic against Protestant and Protestant against
Protestant, and try to foist your own religion upon the minds of
men. If you can do one you can do the other. Ignorance and
fanaticism is ever busy and needs feeding. Always it is feeding
and gloating for more. Today it is the public school
teachers, tomorrow the preachers and the lecturers, the magazines,
the books, the newspapers. After while, your honor, it is
the setting of man against man and creed against creed until with
flying banners and beating drums we are marching backward to
the glorious ages of the sixteenth century when bigots lighted
fagots to burn the men who dared to bring any intelligence and
enlightenment and culture to the human mind [stress
added]."

"An agnostic is a doubter. The word is generally applied to
those who doubt the verity of accepted religious creeds or faiths.
Everyone is an agnostic as to the beliefs or creeds they do not
accept. Catholics are agnostic to the Protestant creeds, and the
Protestants are agnostic to the Catholic creed. Anyne who thinks
is an agnostic about something, otherwise he [or she!] must
believe that he is possessed of all knowledge. And the proper place
for such a person is in the madhouse or the home for the
feeble-minded. In a popular way, in the Western world, an
agnostic is one who doubts or disbelieves the main tenets of the
Christian faith [stress added]." Clarence Darrow
[1857-1938], 1994, Why I Am an Agnostic and Other
Essays (NY: Prometheus Books), page 11.

VII. CURRENT CONTROVERSIES

"A parent's request that Roseville high schools teach ideas
that rebut Darwin's theory of evolution could set the stage for
debate over what critics call the newest version of creationism.
When Roseville Joint Union High School District trustees took the
first step toward approving a new biology textbook earlier this
month, parent Larry Caldwell asked that supplementary materials be
taught in conjunction with the text, which, like most biology books,
presents the theory of evolution to explain the origins of life.
... Caldwell said he would like to work with district officials in
gathering educational materials that present a theory called
'intelligent design.' ... Intelligent design proponents say natural
selection doesn't adequately explain the complexity of the universe.
Instead, they say, life is the product of a directed process with
intention [stress added]." Laurel Rosen, 2003,
Darwin faces a new rival. The Sacramento Bee, June 22, 2003,
page B1 + B3.

"Creationism is evolving. Several new varieties of
creationism have appeared recently and are competing to stake out a
niche in the intellectual landscape [stress added]."
Robert T. Pennock, 1999, Tower of Babel: The Evidence Against the
New Creationism (MIT Press), page 1.

NOTES ON Charles Darwin,
born 12 Feb 1809 and died on 18 April 1882. Buried in
Westminster Abbey, London, England. (You may also wish to read a bit
more about Darwin: a "dossier," the "classroom" as well as some
"folklore" which may be viewed by clicking here:
ESSAY #5, ESSAY #6, & ESSAY #7 at the end of this printed
Guidebook.)

"In the complex history of modern biology, only Darwin's theory
of evolution has so shocked the mind as to raise serious questions
about man's place in the universe. Darwin forced men to consider
that they are animals, and that the designs of creation are played
out on a much wider stage than was imagined. From the point of
view of the theory of evolution, mankind is only one species among
thousands which have their place within the field of organic life
on earth. The fact that people took the theory of evolution as an
enemy of religion only shows how rigidly they understood the idea of
God [stress added]." Jacob Needleman, 1975, A Sense of
the Cosmos: The Encounter of Modern Science and Ancient Truth
(NY: Doubleday & Co., Inc.), page 64.

"The [1937] Hungarian Nobel Prize winner [in
Physiology/Medicine], Szent-Györgyi [von
Nagyrapolt], once said that a scientist should see what
everybody else has seen and then think what nobody has
thought. Nobody did this better than Charles Darwin, who first
realized that the evolution of life took place by Natural
Selection. Darwin taught us all to see more clearly what everyone
had seen, and Darwin also taught us to think, along with him, what
no one else had thought. No branch of science is more dominated by
a single theory, by a single great idea, than is the whole of
biology by the idea of evolution by Natural Selection
[stress added]." J. Livingston and L. Sinclair,
1967, Darwin and the Galapagos.

FROM: USA Today, January 4, 1999: "The idea
was simple. Sit around and pick the 1,000 most important people of
the millenium. ... [#1] Johannes Gutenberg
(1394?-1468) Inventor of printing.... [#5] William
Shakespeare (1564-1616) 'Mirror of the millennium's soul'....
[#6] Isaac Newton (1642-1727) Laws of motion helped
propel the Age of Reason.... [#7] Charles Darwin
(1809-1882)Theory of Evolution [stress
added]." From the book by Barbara and Brent Bowers & Agnes
Hooper Gottlieb and Henry Gottlieb, 1998, 1,000 People: Ranking
The Men And Women Who Shaped The Millennium.

In the 5th edition of 1869, Darwin used (for the first
time) the famous phrase (borrowed from Herbert Spencer
[1820-1903]): "Survival of the Fittest." In the 6th
edition of 1872, "On" was dropped from the title. In the 1st
edition of 1859, Darwin only had the following phrase
about human beings: "In the distant future I see open fields for far
more important researches. Psychology will be based on a new
foundation, that of the necessary acquirement of each mental power
and capacity by gradation. Light will be thrown on the origin of man
and his history." In the 2nd edition of 1860 Darwin wrote the
following:

"Thus, from the war of nature, from famine and death, the
most exalted object which we are capable of conceiving, namely,
the production of the higher animals, directly follows. There
is a grandeur in this view of life, with its several powers,
having been originally breathed by the Creator
[stress added] into a few forms or into one;
and that, whilst this planet has gone cycling on according to the
fixed law of gravity, from so simple a beginning endless forms
most beautiful and most wonderful have been, and are being
evolved."

"Among the scenes which are deeply impressed on my mind,
none exceed in subliminity the primeval forests undefaced by the
hand of man; whether those of Brazil, where the powers of Life are
predominant, or those of Tierra del Fuego, where Death and Decay
prevail. Both are temples filled with the varied productions of
the God of Nature:--no one can stand in these solitudes
unmoved, and not feel that there is more in man than the mere
breath of his body [STRESS added]" 1839, page 436.

"The great value of Darwinism, it seems to me, was that it
jolted modern men into questioning various sentimental beliefs about
nature and man's place in it. In this, Darwin's influence closely
parallels that of Galileo [1564-1642]. Just as the first
modern astronomers and physicists destroyed a naive geocentrism,
so Darwin and his successorsoverwhelmingly displaced what may be
called homocentrism, the belief that nature exists for the
sake of man [stress added]." Jacob Needleman,
1975, A Sense of the Cosmos: The Encounter of Modern Science and
Ancient Truth (NY: Doubleday & Co., Inc.), page 72.

AND PLEASE CONSIDER the words of the Pulitzer
Prize Winner (1940) and Nobel Prize Winner (1962) John Steinbeck
(1902-1968) on Charles R. Darwin: "In a way, ours is the older
method, somewhat like that of Darwin on the Beagle. He was
called a 'naturalist'. He wanted to see everything, rocks
and flora and fauna; marine and terrestrial. We came to envy this
Darwin on his sailing ship. He had so much room and so much time.
... This is the proper pace for a naturalist. Faced with all
things he [or she] cannot hurry. We must have time to
think and to look and to consider [stress added]."
John Steinbeck, 1951, The Log From The Sea of Cortez
[1967 printing: Pan Books: London], page 123.

"Biologists do not accept the truth of evolution on the basis
of Darwin's authority but on the basis of the evidence.
Evolutionary theory has been out of Darwin's hands from the moment
The Origin of Species appeared in 1859. Once Darwin
published his evolutionary hypotheses and the evidence upon which
they were based, these entered the public domain of knowledge,
and others took the ball and ran with it. Scientific knowledge is not
'owned' by any individual so no individual, even the discoverer, can
'take back' a theory [stress added]. Robert T.
Pennock, 1999, Tower of Babel: The Evidence Against the New
Creationism (MIT Press), page 71.

"Science evolves over historical time. Concepts
come into being and may pass away; some
'survive' and others do not; and there can be
competition between ideas. Some win; others lose; still
others gte transformed (evolve) into new forms. Is this
evolution of science illuminated by natural selection theory?
[stress added]." Holmes Rolston, III, 1999,
Genes, Genesis and God: Values and Their Origins in Natural and
Human History (Cambridge University Press), page 168.

TEMPLATE FOR SOSC 103

I. The concept I chose was ______ and it is defined by
_____ as _______. In other words, this means _______.

II. In order to "explain" this concept of ______ to a K-12
classroom audience I would do the following: ___________.

III. The references I would draw upon include:

At least one item from a recent newspaper or popular
journal.

At least one item from a scholarly journal or book.

At least one WWW site.

IV. In order to "explain" this concept of ______ to my
peers, family, or friends, I would do the following: ___________.

V. The references I would draw upon include:

At least one item from a recent newspaper or popular
journal.

At least one item from a scholarly journal or book.

At least one WWW site.

VI. In conclusion, the concept of _________ is
_________.

# # #

Your Writing Assignment #2, worth 10% of your final grade
(and DUE December 10, 2004) should be approximately ~500-1000
words: if will be a short "essay" about your concept and how it
relates to Social Science 103. You will also attach your one-page
handout to your brief essay (which will be considered as part of the
word count). Make sense?

# # #

PARTICIPATION /
PAPER PRESENTATION

Class participation counts for 20% of your final grade:
this includes class attendance throughout the
semester, your classroom presentation, and thoughtful
comments on other student presentations. The following
information should be of value to you when it comes to your term
paper presentation beginning WEEK 12:

Some selections from "Preparing and presenting a
speech" by Shirley Shields (in The Great AmericanBathroom
Book I, 1992, edited by Steven W. Anderson). [The information
as it appeared in GABB I was actually an edited summary of the
Shields 1989 publication entitled Change Your Voice, Change
YourImage (Chapter 7)].

"With verbal reports, much of the data gets lost in
translation. Most people aren't trained to listen. Given the
complexity of our mental processes, the recipient tunes out, blocks,
forgets, or misinterprets eighty percent of what's been said.
Take any fifteen minutes' worth of conversation and try to
reconstruct it later and you'll see what I mean. If the communication
has any emotional content whatever, the quality of the information
retained degrades even further [stress added]." Sue
Grafton, 1998, N Is For Noose (NY: Henry Holt and Company),
page 23.

Some words from "How To Get Your Point Across in 30
Seconds--or Less" by Milo O. Frank (in The Great AmericanBathroom Book II, 1993, edited by Steven W. Anderson),
pages 455-456.

"The three principles of effective communication: The
first component of an effective 30-second message--the
passive, pre-planned part of your communication--consists of
the three principles necessary for effective communication: know
your objective, know your listener, and know your approach.
... Thethree techniques of effective communication:
The second part of your 30-second message is the actual
message itself. The effectiveness of your message pivots on the
three techniques of effective communication--the three K's of your
message. Your 'hook' is designed to 'Katch' your
listener; the 'subject' will 'Keep'em interested;
and the 'closing' will 'Konvince'em' to work with
you. AddingImpact: The finishing touches of
a 30-second message include a number of measures you can take to
add impact. ... Imagery - Make sure your listener sees as
well as hears what you are saying....Clarity - Choose words
and images appropriate to your listeners level of understanding.
... Personalizing - Use personal stores or examples to
illustrate key points.... Emotional Appeal - The most
effective messages are those that reach the listener's heart
[stress added]."

AND PLEASE NOTE: the following Decree #26does
not apply to this class nor to your eventual presentation: "By
Order of The High Inquisitor of Hogwarts: "Teachers are hereby
banned from giving students any information that is not strictly
related to the subjects they are paid to teach. The above is
in accordance with Educational Decree Number Twenty-Six. Signed:
Dolores Jane Umbridge / High Inquisitor [stress
added]." J. K. Rowling, 2003, Harry Potter And the Order of
The Phoenix (NY: Scholastic Press), page 551.

ARCHAEOLOGY: "The branch of anthroplogy that seeks
to reconstruct the daily life and customs of peoples who lived in
the past and to trace and explain cultural changes. Often lacking
written records for study, archaeologists must try to reconstruct
history from the material remains of human cultures." From
Carol Ember & Melvin Ember, 1996, Cultural Anthropology
(8th Edition) (NJ: Prentice-Hall), page 401.

EVOLUTION: "In the broadest sense, evolution is merely
change, and so is all-pervasive; galaxies, languages, and
political systems all evolve. Biological evolution ... is change
in the properties of populations of organisms that transcend the
lifetime of a single individual." [From: http://www.talkorigins.org/faqs/evolution-definition.html]

CULTURAL ECOLOGY: The study of the way people use their
culture to adapt to particular environments, the effects they have on
their natural surrounding, and the impact of the environment on the
shape of culture, including its long-term evolution.

CONCEPTS to be presented the week of November 15,
2004:

Monday November 15, 2004:

COSMOLOGY: A set of beliefs that defines the nature of the
universe or cosmos.

WORLDVIEW: The way people characteristically look out on
the universe.

PRAYER: A petition directed at a supernatural being or
power.

RELIGION: The cultural knowledge of the supernatural that
people use to cope with the ultimate problems of human existence.

Wednesday November 17, 2004:

MAGIC: Strategies people use to control supernatural power
to achieve particular results.

MANA: An impersonal supernatural force inherent in nature
and in people. Mana is somewhat like the concept of 'luck' in U.S.
Culture.

PRIEST: A full-time religious specialist who intervenes
between people and the supernatural, and who often leads a
congregation at regular cyclical rites.

SHAMAN: A part-time religious specialist who controls
supernatural power, often to cure people or affect the course of
life's events.

Friday November 19, 2004:

SUPERNATURAL: Things that are beyond the natural.
Anthropologists usually recognize a belief in such things as
goddesses, gods, spirits, ghosts, and mana to be signs of
supernatural belief.

November 22 -> November 26, 2004: Thanksgiving
Break!

HORTICULTURE: A kind of subsistence strategy involving
semi-intensive, usually shifting, agricultural practices.
Slash-and-burn farming is a common example of horticulture.

AGRICULTURE: A subsistence strategy involving intensive
farming of permanent fields through the use of such means as the
plow, irrigation, and fertilizer.

SLASH-AND-BURN AGRICULTURE: A form of horticulture in which
wild land is cleared and burned over, farmed, then permitted to lie
fallow and revert to its wild state.

Wednesday, December 1, 2004:

PASTORALISM: A subsistence strategy based on the
maintenance and use of large herds of animals.

DIVISION OF LABOR: The rules that govern the assignment of
jobs to people.

ECOLOGY: The study of the way organisms interact with each
other within an environment.

ETHNOLOGY: "In its most comprehensive usage, the
science of peoples and cultures. Ethnology is contrasted with
ethnography in that the latter is purely descriptive whereas the
former is analytic and seeks to find generalizations."
From:L.L.Langness, 1987, The Study of Culture:
Revised Edition (Novato, CA: Chandler & Sharp), page 221.

Friday, December 3, 2004:

POLITICAL SYSTEM: The organization and process of making
and carrying out public policy according to cultural categories and
rules.

CLAN: A kinship group normally comprising several lineages;
its members are related by a unilineal descent rule, but it is too
large to enable members to trace actual biological links to all other
members.

CLASS: A system of stratification defined by unequal access
to economic resources and prestige, but permitting individuals to
alter their rank.

CASTE: A form of stratification defined by unequal access
to economic resources and prestige, which is acquired at birth and
does not permit individuals to alter their rank.

CONCEPTS to be presented the week of December 6,
2004:

Monday, December 6, 2004:

CULTURE: The knowledge that is learned, shared, and used by
people to interpret experience and generate behavior.

CULTURE SHOCK: A form of anxiety that results from an
inability to predict the behavior of others or act appropriately in
cross-cultural situations.

CULTURAL CONTACT: The situation that occurs when two
societies with different cultures somehow come into contact with each
other.

ACCULTURATION: The process that takes place when groups of
individuals having different cultures come into first-hand contact,
which results in change to the cultural patterns of both groups.

Wednesday, December 8, 2004:

REVITALIZATION MOVEMENT: A deliberate, conscious effort by
members of a society to construct a more satisfying culture.

APPLIEDANTHROPOLOGY: Any use of anthropological
knowledge to influence social interaction, to maintain or change
social institutions, or to direct the course of cultural change.

ETHNOCENTRISM: A mixture of belief and feeling that one's
own way of life is desirable and actually superior to others.

INNOVATION: A recombination of concepts from two or more
mental configurations into a new pattern that is qualitatively
different from existing forms.

Friday, December 10, 2004 [last day of
class]:

STATUS: A culturally defined position associated with a
particular social structure.

TACIT CULTURE: The shared knowledge of which people usually
are unaware and do not communicate verbally.

SOCIAL DARWINISM: "...a regretable idiocy known as
Social Darwinism, according to which the ruthless economic
competition displayed by capitalism should be encouraged in order
to obtain an efficiency comparable to the one exhibited in
nature." Jonathan Miller & Borin Van Look, 1982, Darwin For
Beginners (NY: Pantheon), page 171.

INTERNET: "The Internet is a shared network of
government agencies, educational institutions, private
organizations, and individuals from many nations. Many people
refer to the Internet as the World Wide Web (WWW). The World Wide
Web is made up of a collection of interconnected computers using
the TCP/IP protocol language to communicate. The Internet is the
largest network in the world." [From: http://mse.byu.edu/ecs/internet_defined.htm]

WWW: "The World Wide Web is made up of a collection of
interconnected computers using the TCP/IP protocol language to
communicate. The Internet is the largest network in the world."
[From: http://mse.byu.edu/ecs/internet_defined.htm]

NOTE FOR YOUR EVENTUAL RESEARCH & PRESENTATION: #1}
Do Not Plagiarize: please do your own original research but do
collaborate/share resources with one another (teamwork is a very
effective way to learn!); #2} it is always an good idea to
keep a copy of any work submitted for any class--accidents happen;
#3} please consider using a word-processor, with spell-check
[if possible] (and double spaced); #4} please consider
some good (and relatively inexpensive) reference books
(including a dictionary) such as The World Almanac and Book of
Facts: 2004 and E.B. White's The Elements of Style (2000,
4th Edition).

"Vigorous writing is concise. A sentence should contain
no unnecessary words, a paragraph no unnecessary sentences, for
the same reason that a drawing should have no unnecessary lines
and a machine no unnecessary parts. This requires not that the
writer make all his [or her!] sentences short, or that he
[or she] avoid all detail and treat his [and her]
subjects only in outline, but that every word tell."

"There you have a short, valuable essay on the nature and
beauty of brevity--fifty-nine words [not counting those
in the brackets added by Urbanowicz] that could change
the world." E.B. White, commenting on the original words of
William Strunk Jr. in The Elements of Style, 4th edition,
2000, pages xv-xvi.

ON PLAGIARISM: "The
San Jose Mercury News suspended an intern [David
Cragin] Thursday while it investigated whether the novice
reporter plagiarized a Washington post story earlier this week. ...
It is the second time this month that the Mercury News has
faced questions of journalistinc impropriety. ... The first three
paragraphs of Cragin's story are nearly identical to what appeared in
the Post. It included this passage: 'Most of these
hotels in the city are more than a half century old;
they were built for the solitary working men who
streamed into the city to toil at the wharves and the railway
lines.They were never meant for families. [Frank]
Ahrens wrote [in the Washington Post]: 'Most of
these hotelsare more than a half-century old; they were built
as hives for the working men who streamed to this city
to toil at the wharves and the railway lines. They were never meant
for families [stress added]." Helene Lelchuk,
2000, Mercury News Reporter Suspended In New Plagiarism Probe. The
San Francisco Chronicle, December 2000, pages A13 and A14, page
A13.

"The worst case of plagiarism on record at Chico
State University was when someone copied and turned in an entire
master's thesis. With plagiarism said to be on the rise here and
nationwide, the university, along with representatives from the
Associated Students government, has been meeting to discuss the
matter of plagiarism on campus and what to do about it. ...
When the CSU signed up with Turnitin.com on a trial basis
last year, a search of 1,150 papers found 46 of them
[4%] had 70 to 100 percent of their text matching
papers in the site's database [stress added]."
Devanie Angel, 2003, Cheaters are never beaters. TheChico News and Review, February 13, 2003, page 9.

WEEK 7: BEGINNING October 4,
2004

I. BACK TO THE PACIFIC: TASMANIA.

A positive appreciation of the diversity of contemporary
and past human cultures and an awareness of the value of
anthropological perspectives and knowledge in contemporary
society.

Knowledge of the methodology appropriate to the sub-disciplines
of anthropology and the capacity to apply appropriate methods when
conducting anthropological research.

REMEMBER FROM WEEK 4 on the film RABBIT PROOF FENCE:
"It spotlights a shameful recent chapter of Australian history,
when racist kidnappings were part of that country's official
policy, yet 'Rabbit-Proof Fence' turns this dubious past
into a breathtaking story of defiance and triumph that has to be
considered one of the year's most sublime films. Direcotr Phillip
Noyce based his movie on the lives of three Aboriginal girls who,
in 1931, escaped from their captors into a shaky freedom that
required them to traverse more than 1,000 miles.... Between 1910
and 1970, the Australian government targeted mixed-race Aboriginal
children in the outback and took themn to reorientation centers.
There they were forced to speak English, attend Church and learn
'skills' they would use as servants and laborers for white people.
One hundred thousand Aboriginal children were taken this way from
their parents, according to an Australian government report
released in 1997 [stress added]." Jonathan Curiel,
2002, Following the fence to freedom: Aboriginal girls' escape makes
for gripping drama. The San Francisco Chronicle, December 25,
2002, pages D1 + D9.

"One of the more consequential human tendencies that we
have explored in these pages is that towards pseudospeciation:
falsely treating another member of our species as if he or she
were member of a different species. It is this capacity that
allows us to turn off our natural identification with other
members of our species and so be able to kill them. Its power and
consequence have been very evident in recent years in a variety of
locales, from the Balkans to Rwanda. It is difficult to
brutalize and kill human beings, but it is not so hard to commit
atrocities against 'Gooks,' 'Niggers.' 'Honkies,' 'Spics,'
'Micks,' 'Nips,' 'Krauts,' or other creatures we have used
language to dehumanize. Clearly this ability to engage in
pseudospeciation is a major part of the basis for warfare
[stress added]." Robert S. McElvaine, 2001,
Eve's Seed: Biology, the Sexes, and the Course of History
(NY: McGraw-Hill), pages 284-285

NATURAL SELECTION: "The process of differential survival
and reproduction that results in changes in gene frequencies and in
the characteristics that the genes encode."(Paul W. Ewald, 1994,
Evolution of Infectious Disease, page 220.

"Nature always bats last." Joel Salatin in "Down
On This Farm The Times They Are A-Changing" by Virginia Shepherd,
July 2000, Smithsonian, pages 64-72, page 68.

AND CONSIDER THIS:

"One day in 1921, an English bacteriologist
happened to have a cold, so he added a bit of his own nasal mucus
to a petri dish just to see what might be cultured out of it. A
few weeks later, he noticed that the bacteria growing in the
dish--a harmless type of coccus--had failed to grow in the area
near the mucus. Something in the mucus was dissolving and killing
the bacteria. The bacteriologist called that something
'lysozyme,' and over the ensuing years of intensive investigation
of the substance, he found it in tears; sweat; saliva; the
mucus linings of the cheeks; fingernail parings; hair; sperm;
mother's milk; the leukocytes and phagocytes of blood; the fibrin
that forms scabs over wounds; the slime of earthworms; the leaves
and stalks of numerous plants including buttercups, peonies,
nettles, tulips, and turnips; and in very high concentration in
egg whites. He had stumbled upon the first natural
anti-infective, an enzyme later given the chemical name
'mucopeptide glucohydrolase.' This scientist would, eight years
later, accidentally find something else in one of his petri
dishes, a substance that would change the life of almost everyone
on the planet. The bacteriolgist's name was Alexander
Fleming [1881-1955], and he would name this new
discovery 'penicillin' [and shares the Nobel Prize in Medicine
in 1945]. Of course, the discovery of penicillin
and the many other antibiotics (more than a hundred are in use
today) was not the end of the story. Microbes did not succumb
so easlity to human ingenuity. ... Germs reproduce quickly,
creating many generations within hours. With such rapid
reproduction comes ample opportunity for genetic mutation. And one
of the ways germs fight back is by producing genetic mutations
that give them resistance to the antibiotics we use to try to
eradicate them. Every time we take an antibiotic, we are killing
the weakest germs and allowing the strongest--the resistant
ones--to reproduce. Eventually, only resistant germs survive,
and the antibiotic that was once effective against them becomes
less effective or even useless. This phenomenon was noticed
very early on in the development of antibiotics. In 1945, it
took a total of about 40,000 units of penicillin to cure a
case of pneumococcal pneumonia. Today [2003], because
the germ is now resistant to low doses, as many as 24 million
units of penicillin a day are given to effect a cure in severe
cases. Some diseases for which penicillin was once effective are
now completely resistant to it, even in large doses
[stress added]." Nicholas Bakalar, 2003, Where
the Germs Are: A Scientific Safari (New Jersey: John Wiley
& Sons, Inc.), pages 5-6.

SPECIFIC TERMS FROM SPRADLEY & McCURDY's "GLOSSARY" pp.
439-443.

ACCULTURATION: The process that takes place when groups of
individuals having different cultures come into first-hand contact,
which results in change to the cultural patterns of both groups.

CULTURAL CONTACT: The situation that occurs when two
societies with different cultures somehow come into contact with each
other.

CULTURAL ECOLOGY: The study of the way people use their
culture to adapt to particular environments, the effects they have on
their natural surrounding, and the impact of the environment on the
shape of culture, including its long-term evolution.

CULTURE: The knowledge that is learned, shared, and used by
people to interpret experience and generate behavior.

CULTURE SHOCK: A form of anxiety that results from an
inability to predict the behavior of others or act appropriately in
cross-cultural situations.

ETHNOCENTRISM: A mixture of belief and feeling that one's
own way of life is desirable and actually superior to others.

ETHNOGRAPHY: The task of discovering and describing a
particular culture.

LANGUAGE: The system of cultural knowledge used to generate
and interpret speech.

NAIVE REALISM: The notion that reality is much the same for
all people everywhere.

PASTORALISM: A subsistence strategy based on the
maintenance and use of large herds of animals.

TACIT CULTURE: The shared knowledge of which people usually
are unaware and do not communicate verbally.

TECHNOLOGY: The part of a culture that involves the
knowledge that people use to make and use tools to extract and refine
raw materials.

WORLDVIEW: The way people characteristically look out on
the universe.

THE LAST TASMANIAN = "...is a shocking and
heart-wrenching portrait of a primitive [sic.] culture
wiped out in the name of civilization and Christianity. When the
British first colonized the island of Tasmania in 1803, it was viewed
as a natural prison to which they sent many of their worst
criminals. These convicts, set loose upon the natives committed
hideous, barbarous atrocities. By the 1820's thousands of colonists
and one million sheep had arrived on the island. When the natives
began to retaliate, the British government reacted with mounting
paranoia. Thus began a round-up and eventual extermination of an
entire race. Those Tasmanians who did not die from abominable
treatment succumbed to the diseases of civilized man. Even in death,
the race was violated by a ghoulishly curious scientific world.
Skeletons and skulls became prized as a means of tracing man's
origins. This dramatic film tells the story of Truganini, a
daughter of a tribal chief and the last true Tasmanian, who died
[on May 8] 1876 at the mission station on Flinders
Island. Her skeleton was long displayed in the Hobart Museum until
finally, a century after her death, she was given a state funeral and
her remains cremated. The Last Tasmanian has won Australia's top
awards for documentary, the SAMMY and the LOGIE, and has been praised
as a tour de force [stress added]."

"European treatment of Aborigines during the last 200
years has been grossly unjust, but it was in Tasmania during
the first 30 years of European settlement that the Aboriginals'
plight was the most tragic. European settlers fenced off all
the best land for farms, and as they encrouched upon traditional
hunting grounds, the Aboriginals began fighting back. In turn, the
settlers hunted and shot down the Aboriginal men as they would
animals, kidnapped native children to use as slave labor, and
raped and tortured the women. In 1828 Governor Arthur
proclaimed a law that gave police the right to shoot Aboriginals
on sight. Within a couple of years the entire population had
been flushed out from settled districts, and over the following
five years the remaining stragglers, numbering less than 200, were
transported to Flinders Island to be converted to Christians
[stress added]." Marael Johnson et al.,
1997, Australia Handbook (Chico: Moon Publications), page
598.

"Like all other forms of life, bacteria and viruses evolve over
time, and the complex ways in which they react with their human
hosts may give to variable virulence [stress added]."
Gerald N. Grob, 2002, The Deadly Truth: A History of Disease in
America (Harvard university Press), page 207.

REMEMBER (?) FROM THE BEGINNING OF THE COURSE:

"Les Eyzies is the normal point of first entry for
visitors to the land of prehistory. It has a national museum, the
cave where Cro-Magnon man was discovered, and much else--all in
the midst of spectacular scenery. ... The National Museum of
Prehistory lies within Les Eyzies, in a structure built
into the side of a cliff, with overhanging rock above, which was
originally a thirteenth-century fortress. It houses a rich
collection of prehistoric items, not only from the Dordogne but
also from other French archaeological sites...." Charles Tanford
& Jacqueline Reynolds, 1992, The Scientific Traveller: A
Guide to the People, Places, and Institutions of Europe, page
205.

Les Eyzies-De-Tayax-Sireuil = "The science of prehistory
originated in this village....The first drawing of a mammoth was
discovered here along with the first skeleton of Cro-Magnon Man,
30,000 years ago." Anon., 1988, The Hachette Guide To
France (NY: Pantheon Books), page 111.

"The Dordogne River twisted in loops like a brown snake
in the valley it had cut hundreds of thousands of years before."
Michael Crichton, 1999, Timeline (Ballantine Books November
2000 Paperback), page 43.

"In 1856, at the very time Charles Darwin was writing The
Origin of Species [published in 1859!],which would
popularize the revolutionary concept of evolution worldwide, the
fossilized remains of a stocky, powerful, human-like creature were
discovered in a German valley called Neander Tal." Erik Trinkaus and
Pat Shipman, 1993, The Neanderthals: Changing The Image of
Mankind .

Settlement of Australia began in 1788, with the
landing of a part of transported convicts from Great
Britain.

Tasmania is 26,200 square miles in size and is a State of
the Commonwealth
of Australia [2,941,300 square miles]. Tasmania had an
estimated 2002 population of ~473,365. The 2002 estimated
population of Australia is 19,731,000. The capital of Tasmania is
Hobart. The State of California is approximately 163,696
Square Miles, the State of West Virginia is approximately 24,078
square miles, and Costa Rica is approximately 19,730 square miles.
[See The World Almanac And Book of Facts 2004.]

The potential of British-French rivalry in Australia
prompted the British in Australia (where they had established a
convict colony in 1788) to send a ship to Tasmania. On December
14, 1802, while Frenchmen were already on Tasmania, the British
raised their flag and took formal possession of Tasmania in the
name of King George of England.

"When Tasmania was first colonised the natives were roughly
estimated by some at 7000 and by others at 20,000. Their number
was soon greatly reduced, chiefly by fighting with the English and
with each other. After the famous hunt by all the colonists, when the
remaining natives delivered themselves up to the government, they
consisted only of 120 individuals,* who were in 1832 transported to
Flinders Island. This island, situated between Tasmania and
Australia, is forty miles long, and from twelve to eighteen miles
broad: it seems healthy, and the natives were well treated.
Nevertheless, they suffered greatly in health. In 1834 they consisted
(Bonwick, p. 250) of forty-seven adult males, forty-eight adult
females, and sixteen children, or in all of 111 souls. In 1835 only
one hundred were left. As they continued rapidly to decrease, and as
they themselves thought that they should not perish so quickly
elsewhere, they were removed in 1847 to Oyster Cove in the southern
part of Tasmania. They then consisted (Dec. 20th, 1847) of fourteen
men, twenty-two women and ten children.*(2) But the change of site
did no good. Disease and death still pursued them, and in 1864 one
man (who died in 1869), and three elderly women alone survived. The
infertility of the women is even a more remarkable fact than the
liability of all to ill-health and death. At the time when only nine
women were left at Oyster Cove, they told Mr. Bonwick (p. 386), that
only two had ever borne children: and these two had together produced
only three children! (* All the statements here given are taken from
The Last of the Tasmanians, by J. Bonwick, 1870. * This is the
statement of the Governor of Tasmania, Sir W. Denison, Varieties of
Vice-Regal Life, 1870, vol. 1, p.67.). [stress
added]." Charles Darwin (1871), The
Descent of Man)

VIDEO: "Fear mixed with the old contempt had produced
hate and indiscriminate retaliation."

"Wherever the European has trod, death seems to pursue
the aboriginal. We may look to the wide extent of the
Americas, Polynesia, the Cape of Good Hope, and Australia, and we
find the same result. Nor is it the white man alone that acts
as the destroyer; the Polynesian of Malay extraction has in
parts of the East Indian archipelago, thus driven before him the
dark-coloured native. The varieties of man seem to act on each
other in the same way as different species of animals--the
stronger always extirpating the weaker [stress
added]." Charles R. Darwin [1809-1882], 1839, The
Voyage of the Beagle (Chapter 19: "Australia"), 1972 Bantam
paperback edition (with "Introduction" by Walter Sullivan), page
376.

October 17, 1995: "...the premier [of Tasmania],
Ray Groom, announced that he would introduce legislation to transfer
3800 hectares [~9390 acres] of land to the Tasmanian
Aborigines. ... The Premier stressed that this was the government's
first and final transfer of land to the Tasmanian Aborigines."
Lyndall Ryan, 1996, The Aboriginal Tasmanians [2nd
edition] (Australia: Allen & Unwin), page 310.

"The Tasmanian Aboriginal population was gradually
wiped out with the arrival of Europeans in the 19th century,
however more than 4,000 people [~.84% of the
population] claim Aboriginality in Tasmania today.
Evidence of their link with the landscape has survived in numerous
cave paintings. Many Aboriginal sites remain sacred and closed to
visitors, but a few, such as the cliffs around Woolnorth [in
the extreme northwest of Tasmania], display this indigenous
art for all to see [stress added]." Zoë Ross
[Managing Editor], 1998, Australia (Dorling Kindersley
Publishing, Inc.), page 445.

ADDITIONAL NOTES: The term "genocide" was first used by
Raphael Lemkin [1900-1949] in his 1944 publication entitled
Axis Rule in Occupied Europe: "By genocide we mean the
destruction of a nation or of an ethnic group." Lemkin combined a
Greek and Latin root to create the word. On the 1986 Nobel Peace
Prize Winner Elie Wiesel: "But because of his telling, many who did
not care to believe have come to believe, and some who did not care
have come to care. He tells the story out of infinite pain, partly to
honor the dead, but also to warn the living--to warn the living that
it could happen again and that it must never happen again. Better
that one heart be broken a thousand times in the retelling, he has
decided, if it means that a thousand other hearts need not be broken
at all." Robert McAfee Brown, 1986, Night (NY: Bantam
Edition), page vi.

"It's not born in you! It happens after you're born . . .
You've got to be taught to hate and fear,
You've got to be taught from year to year,
It's got to be drummed in your dear little ear--
You've got to be carefully taught!"
(Rodgers &
Hammerstein II, 1949, South Pacific inSix Plays by Rodgers & Hammerstein, pages
346-347)

WEEK 8: BEGINNING October 11,
2004

I. ROLES & INEQUALITY & ECONOMICS & CHANGE

A positive appreciation of the diversity of contemporary
and past human cultures and an awareness of the value of
anthropological perspectives and knowledge in contemporary
society.

A knowledge of the substantive data pertinent to the several
sub disciplines of anthropology and familiarity with major issues
relevant to each.

Knowledge of the methodology appropriate to the sub-disciplines
of anthropology and the capacity to apply appropriate methods when
conducting anthropological research.

The ability to present and communicate in anthropologically
appropriate ways anthropological knowledge and the results of
anthropological research.

"A fiddler on the roof. Sounds crazy, no? But in our
little village of Anatevka, you might say that every one of us is
a fiddler on the roof, trying to scratch out a pleasant, simple
tune without breaking his neck. It isn't easy. You may ask, why do
we stay up here if it's so dangerous. We stay because Anatevka is
our home. And how do we keep our balance? That I can tell you in a
word--tradition!" Hoseph p. Swain, 2002, The Broadway Musical:
A Critical and MusicalSurvey (Lanham, MD: The
Scarecrow Press, Inc.), page 281 (citing Joseph Stein, 1964,
Fiddler on the Roof (NY: Crown), page 1.

"To anyone born after 1980, World War Two must seem as distant as
the Civil War was to our parents." The character "Dirk Pitt" in
Atlantis Found, 1999, by Clive Cussler [2001 Berkley
paperback], page 503.

"...even in the United States. The undercurrent of
genteel anti-Semitism was always there. The occasional
violence of the more ignorant street gangs always existed. But
there was also the pull of Nazism. We can discount the
German-American Bund, which was an open arm of the Nazis. However,
people such as the Catholic priest Father
Charles Coughlin [1891-1979] and the aviation hero
Charles Lindbergh [1902-1974] openly expressed
anti-Semitic views. There were also homegrown Fascist movements
that rallied round the anti-Semitic banner [stress
added]." Isaac Asimov [1920-1992], 1994, I. Asimov: A
Memoir (NY: Bantam Books), page 20.

"To mark the arrival of the year 2000, a panel of Chronicle
editors and reporters gathered recently for a series of discussions
about the top news events of the past 100 years." The "Top World
Event" was World War II. "In short, this war changed
everything--the way the world looked, and the way people looked at
the world." The San Francisco Chronicle, December 27, 1999,
page 1.

"Put the world in perspective. After Sept. 11
[2001], we're far less worried by little annoyances. ...
So many things seem less significant now than before Sept. 11. ...
Many of us have had a change of perspective...." Karen S.
Peterson, USA Today, November 13, 2001, page 1.

DEAR PEOPLE: AND PLEASE THINK ABOUT THE FOLLOWING
WORDS:

"Travel is fatal to prejudice, bigotry and narrow-mindness."
(Samuel Langhorn Clemens, also known as Mark Twain
[1835-1910], The Innocents Abroad, 1869) and "In the
field of observation, chance only favors those who are prepared."
(Louis Pasteur [1822-1895])

ONCE AGAIN: "Any sufficiently advanced technology is
indistinguishable from magic." Clarke's Third Law, Profiles
of the Future: An Inquiry into the Limits of the Possible by
Arthur C. Clarke, 1984, page 26.

SPECIFIC TERMS FROM SPRADLEY & McCURDY's "GLOSSARY" pp.
439-443.

ACCULTURATION: The process that takes place when groups of
individuals having different cultures come into first-hand contact,
which results in change to the individual cultural patterns of both
grou

CASTE: A form of stratification defined by unequal access
to economic resources and prestige, which is acquired at birth and
does not permit individuals to alter their ranks.

CULTURE CONTACT: The situation that occurs when two
societies with different cultures somehow come into contact with each
other.

CULTURE SHOCK: A form of anxiety that results from an
inability to predict the behavior of others or act appropriately in
cross-cultural situations.

DIVISION OF LABOR: The rules that govern the assignment of
jobs to people.

STATUS: A culturally defined position associated with a
particular social structure.

SUBSTANTIVE LAW: The legal statutes that define right and
wrong for members of a society.

SUPERNATURAL: Things that are beyond the natural.
Anthropologists usually recognize a belief in such things as
goddesses, gods, spirits, ghosts, and mana to be signs of
supernatural belief.

TACIT CULTURE: The shared knowledge of which people are
usually unaware and do not communicate verbally.

WITCHCRAFT: The reputed activity of people who inherit
supernatural force and use it for evil purposes.

WORLD VIEW: The way people characteristically look out on
the universe.

MARGARET MEAD'S NEW GUINEA JOURNAL = Margaret Mead
[1901-1978] discusses the cultural transformation of the
people of Manus
Island (largest of the Admiralty Islands in Melanesia) based on
her visits to the village of Peri in 1928, 1953, and 1967.

HISTORICAL NOTE: "America's foremost woman anthropologist,
Margaret Mead authored scientific studies...that made anthropology
meaningful to an unprecedented number of American readers. Coming
of Age in Samoa [1928] and Growing Up In New
Guinea [1930] both ranked as national best sellers; these
and other studies introduced Americans to cultures where male and
female roles differed markedly from those in Western society.... Over
the years Margaret Mead became a national institution; she wrote over
thirty books and lectured widely. Of her profession she concluded (in
her autobiography): 'There is hope, I believe, in seeing the human
adventure as a whole and in the shared trust that knowledge about
mankind, sought in reverence for life, can bring life [1972,
BlackberryWinter]." Vincent Wilson, Jr., 1992,
The Book of Distinguished American Women, page 68.

"Margaret Mead arrived at the American Museum of
Natural History in 1926. Having just completed her first
significant ethnographic research in Samoa, she was wappointed
assistant curator in the Department of Anthropology. ... Over the
course of her fifty-two year association with the Museum, Margaret
Mead was a scientist, curator, teacher,
author, social activist, and media celebrity.
The success of her first book, Coming of Age in Samoa,
published in 1928, had thrust her into the mdia spotlight"
[stress added]." Nancy C. Lutkehaus, 2001-2002,
American Icon. Natural History, 12/01 - 1/02, pages 14
& 15, page 14.

"Although the earliest recorded European contact with the main
part of Manus [Island] was probably by Menezes in
1517....substantial impact did not take place until the
1870s, when the area became a commercial source of pearlshell,
tortoise shell, and beche-de-mer. By the time of German annexation in
1884, most of the Manus were familiar with European goods, if
not with Europeans themselves. ... By the early 1920s almost
the entire region had come under full Australian control. ... The
fundamental change was in the Manus economy. As a result of
colonization, Manus ceased to be an independent system of
interdependent villages tied by a complex arrangement of production
and circulation. Instead it became a dependent outlier of the main
Papua New Guinean economy.... [stress added]." James
G. Carrier and Achsah H. Carrier, 1985, A Manus Centenary:
Production, Kinship, and Exchange in the Admiralty Islands.
American Ethnologist, Vol, 12, No. 3, pages 505-522, pages
510-511.

FILMNOTES: In 1928, there was an endless effort to
repay debts to one another in the islands; marriage was purely a
financial arrangement. Copra was the main export of the territory
and Manus Islanders "were in the European world but not of it." In
traditional times, as hard as life was for men it was harder for
women: surrounded by various taboos.

"When the people of Peri beat the death drums as our
canoe pulled away from the village in 1929, neither they nor I
expected that I would ever return. ...In 1953, twenty-five years
after the first field work in Peri village, I decided to go
back in response to questions no one had answered about the
incredible changes that had taken place in Manus and to find
answers to new problems on the postwar world...." (Margaret
Mead, New Lives For Old: Cultural Transformation in Manus,
1928-1953, 1966 edition, pp. xi-xii) ... "The transformation I
witnessed in 1953 taught me a great deal about social
change--change within one generation--and about the way a
people who were well led could take their future in their own
hands [stress added]." Margaret Mead, 1996,
New Lives For Old, page: xiv & xii-xiii. ...

FILM: In 1944, on the 2nd of March, American armed forces
attacked the Japanese bases in the Admiralty Islands and eventually
the islands were secured for the Allies and a huge American base was
established for the continuation of the war in the Pacific against
the Japanese.

CARGO CULTS [http://www.altnews.com.au/cargocult/jonfrum/]
= "These revitalization movements (also designated as revivalist,
nativistic, or millenarian) received their name from movements in
Melanesia early in this century that were and are characterized by
the belief that the millennium will be ushered in by the arrival of
great ships loaded with European trade goods (cargo). The goods will
be brought by the ancestral spirits and will be distributed to the
natives who have acted in accordance to the dictates of the cults.
Sometimes the cult leaders call for the expulsion of all alien
elements, the renunciation of all things European on the part of the
cult followers, and a return to the traditional way of life. In
contrast, other cult leaders promise a future ideal life if followers
abandon their traditional ceremonies and way of life in favor of
copying European customs. Cargo cults, like other revitalization
movements, develop in situations where there is extreme material and
other inequality between societies in contact. Cargo cults attempt to
explain and erase the differences in material wealth between natives
and Europeans." D.E. Hunter & P. Whitten, Encyclopedia of
Anthropology, 1976: 67.

NOTE: The nation of Papua New Guinea had an
estimated year 2002 population of 5,711,000 and covers
approximately 178,703 squares miles [California is 163,696
square miles].

"MARGARET MEAD. The century's foremost woman
anthropologist, Margaret Mead [1901-1978] was an American
icon. On dozens of field trips to study the ways of primitive
[sic] societies, she found evidence to support her
strong belief that cultural conditioning, not genetics, molded human
behavior. That theme was struck most forcefully in Mead's 1928
classic, Coming of Age in Samoa. It described an idyllic
pre-industrial society, free of sexual restraint and devoid of
violence, guilt and anger. Her portrait of free-loving primitives
[sic!] shocked contemporaries and inspired generations
of college students--especially during the 1960s sexual revolution.
But it may have been too good to be true. While few question
Mead's brilliance or integrity, subsequent research showed that
Samoan society is no more or less uptight than any other. It seems
Mead accepted as fact tribal gossip embellished by adolescent Samoan
girls happy to tell the visiting scientist what she wanted to
hear [stress added]." Leon Jaroff, Time,
March 29, 1999, page 183.

"Any account of Mead's work on Samoa [or
perhaps all of her work?] must consider the
controversy surrounding its accuracy. In 1983, several years
after her death, Derek Freeman published his detailed refutation
of her work. More recently, Freeman has continued his attack
with attempts to prove that Mead built her description of
adolescent sexuality on scanty information gleaned from a hoax
perpetrated by her informants. He has also argued that she was
young and credulous, that she had a poor grasp of the language,
that she did not carry out her investigations properly, that
Coming of Age in Samoa [1928] is littered with
errors, that she twisted the facts to suit her (and Boas's and
Benedict's) preconceptions,and that she was entirely wrong
in her portrayal of Samoa [stress added]."
Hilary Lapsley, 1999, Margaret Mead And Ruth Benedict: The
Kinship of Women (Amherst: U Mass Press), pages 142-143.

For the 2002-2003 Academic Year, a total of 603
individuals received the Ph.D. in Anthropology: there were
401females [66.51%] and 202 males
[33.49%]; note, this includes degrees from
Australia (13), Canada (41), Hong Kong (1),
Mexico (3), Norway (6), and the United Kingdom
(36). Source: The 2003-2004 American Anthropological
Association Guide, page 606

"The single most important discovery for women explorers
may be the freedom that lies at the heart of the very act of
exploration." Reeve Lindberg, 2000, Introduction. Living With
Cannibals And Other Women's Adventures, by Michele Slung
(Washington, D.C., National Geographic Society), pages 1-7, page
2.

WEEK 9: BEGINNING October 18,
2004

I. WEEK #8 TOPICS CONTINUED & CULTURE CHANGE

An understanding of the phenomenon of culture as that
which differentiates human life from other life forms; an
understanding of the roles of human biology and cultural processes
in human behavior and human evolution.

A positive appreciation of the diversity of contemporary and
past human cultures and an awareness of the value of
anthropological perspectives and knowledge in contemporary
society.

A knowledge of the substantive data pertinent to the several
sub disciplines of anthropology and familiarity with major issues
relevant to each.

Knowledge of the methodology appropriate to the sub-disciplines
of anthropology and the capacity to apply appropriate methods when
conducting anthropological research.

The ability to present and communicate in anthropologically
appropriate ways anthropological knowledge and the results of
anthropological research.

Knowledge of the history of anthropological thought.

II. READINGS in Spradley & McCurdy, 2002, Conformity And
Conflict,as well as below in this Guidebook."How Sushi Went Global" by Theodore C. Bestor, pages
201-211.
"Family and Kinship in Village India" by David W. McCurdy, pages
227-234.
"Uterine Families and the Women's Community" by Margery Wolf, pages
241-247.

III. APPROPRIATE VISUALS:
A.VTAPE: CULTURE AND PERSONALITYB.VTAPE: HUNTERS OF THE SEAL (and see
http://www.lib.uconn.edu/arcticcircle/
as well as http://www.nunanet.com/~nic/).C. "In 1978, after three years of lobbying, a political
organization called the Inuit Tapirisat of Canada won access
to a government communications satellite and was given money to
establish an experimental Inuit network." Igloos and Boob Tubes" by
Mary Williams Walsh, 1992, The San Francscio Chronicle &
Examiner, This World, December 27, 1992, page 3.

"The names Americans use for many American Indian tribes
are derogatory. European Americans often learned what to
call one tribe from a neighboring rival tribe. Throughout the
world, naming has been a prerogative of power. With
colonialism on the wane, calling natives by the name they use for
themselves is gradually becoming accepted practice
[stress added]." James W. Loewen, 1999, Lies
Across America: What Our Historic Sites Get Wrong (NY: The New
Press), pages 99-102.

SPECIFIC TERMS FROM SPRADLEY & McCURDY's "GLOSSARY" pp.
439-443.

AFFINITY: A fundamental principle of relationship linking
kin through marriage.

COSMOLOGY: A set of beliefs that defines the nature of the
universe or cosmos.

CULTURAL CONTACT: The situation that occurs when two
societies with different cultures somehow come into contact with each
other.

CULTURAL ECOLOGY: The study of the way people use their
culture to adapt to particular environments, the effects they have on
their natural surroundings, and the impact of the environment on the
shape of culture, including its long-term evolution.

CULTURE SHOCK: A form of anxiety that results from an
inability to predict the behavior of others or act appropriately in
cross-cultural situations.

INCEST TABOO: The cultural rule that prohibits sexual
intercourse and marriage between specified classes of relatives.

MYTHOLOGY: Stories that reveal the religious knowledge of
how things have come into being.

PASTORALISM: A subsistence strategy based on the
maintenance and use of large herds of animals.

PRIEST: A full-time religious specialist who intervenes
between people and the supernatural, and who often leads a
congregation at regular cyclical rites.

RELIGION: The cultural knowledge of the supernatural that
people use to cope with the ultimate problems of human existence.

WORLD VIEW: The way people characteristically look out on
the universe.

CULTURE AND PERSONALITY = "Anthropologists have used
the notion of personality to refer to characteristic behaviors
and ways of thinking and feeling; they have used the notion of
culture to indicate life-styles, ideas, and values which influence
the behavior and mental life of people. ... Ruth Benedict
[1887-1948] pioneered culture and personality studies with
the book Patterns of Culture (1934). She believed that each
culture is organized around a central ethos and is consequently
an integrated configuration or totality. Through the internalization
of the same cultural ethos people will come to share basic
psychological structures....Margaret Mead [1901-1978], who
was Benedict's first graduate student, followed a similar trend
of thought. In Coming of Age in Samoa (1928) she showed that
certain childrearing practises produce typical character structures
among adults [stress added]." David E. Hunter &
Phillip Whitten, 1976, Encyclopedia of Anthropology, pp.
103-104.

PLEASE NOTE the words of Derek Freeman: "In my
book of 1983 evidence was amassed to demonstrate that Margaret
Mead's conclusion of Coming of Age in Samoa, because it is
at odds with the relevant facts, cannot possibly have been
correct. It had become apparent that the young Margaret Mead had,
somehow or other, made an egregious mistake. ... The making of
mistakes by humans, in science as in all other forms of human
activity, is altogether commonplace." Derek Freeman, 1996,
Margaret Mead And The Heretic: The Making And Unmaking of an
Anthropological Myth, pages vi and xii-xiii.

NATIONAL CHARACTER: An old approach: "Thus in
Exodus, the Histories of Herodotus, and the
Germania of Tacitus the authors try to set down the essential
traits of the people....Generally the basic ideas and approaches of
the culture and personality field are used--basic personality
structure, modal personality, cultural character--except that the
problems of adequate samnpling and sound generalizations are
recognized to be greater." David E. Hunter & Phillip Whitten,
1976, Encyclopedia of Anthropology, p. 281)

VIDEO: Impact of World War II on National
Character research. ... "We can only learn to respect how precious
and unique our separate cultures and personalities are to cherish
that being we call a person."

FROM} The San Francisco Chronicle, March 30, 2001}
"He climbed into his Mitsubishi Zero airplane, flew away east
towards the rising sun, south towards Okinawa and the American enemy.
He was a kamikaze pilot, it was May 11, 1945, and it was
suicide. He dived straight down on the carrier Bunker Hill, dropped a
single bomb, never pulled out of the dive, crashed into the ship.
He died instantly, every bone in his body was broken. The
attack set off huge fires and explosions. Four hundred and
ninety-six Americans died with him. The Bunker Hill, badly
damaged, was knocked out of the war. His name was Kiyoshi Ogawa.
To Americans, he was a fanatic. To his countrymen, he was a
hero. He was 22 years old [stress added]." Carl
Nolte, 2001, Doing His Duty. The San Francisco Chronicle,
March 30, 2001, pages A1 and A23, page A23.

"Especially toward the desperate final stages of World
War II, Japan used its men as if they were mere amunition,
dispatching countless numbers on suicide missions. 'Duty is
heavier than a mountain, while death is lighter than a
feather,' went the imperial rescript to soldiers
[stress added]." Norimitsu Onoshi. 2003, Japan
Heads to Iraq, Haunted By Taboo Bred in Another War. The New
York Times, November 19, 2003, pages A1 + A4, page A1.

"After years of controversy, Tokyo now has a national museum
chronicling the events of World War II. But it is a portrait
cleansed of Pearl Harbor, Hiroshima, Japanese atrocities and almost
any direct reference to the front lines. The transformation of
the Showa Hall museum, which opened in March [1999], from a
war memorial into a bland exhibition of wartime life shows how
difficult it still is for Japan to reckon with its past. Half a
century after Japan's surrender, debate still
rages....[stress added]." Yuri Kageyama, 1999, Japan's
War Museum Has Spotty Memory. The San Francisco Chronicle,
July 1, 1999, page A14.

"Indeed, Margaret Mead has been criticized, most
notably by the Australian anthropologist Derek Freeman
[1916-2001], for mionimizing the biological aspects of
childrearing. According to Freeman, Mead was so eager to
demonstrate the definitive role of culture in human society that
she was insensitive to fundamental human drives and motives, while
overly accepting accounts that suggested the singularity of a
culture. From today's vantage point, we might conclude that
Mead was attempting to demonstrate the importance of cultural
factors to a biologically oriented social science community, while
Freeman was reacting to a cultural concensis that Mead and her
colleagues had succeeded in establishing at mid-century
[stress added]." Howard Gardner, 2001, Introduction
to the Perrenial Classics Edition. Growing Up in New
Guinea, 1930 (by Margaret Mead), page xxi.

"China and many other developing nations are rushing
with equal speed into an emerging pandemic of heart disease....
Heart disease is poised to pitch China, with its 1.2 billion people,
into a costly public health crisis. Already 40% of the deaths in
China result from heart disease or strokes. ... By the end of
last year [2001], the Chinese could eat locally at more than
400 McDonald's restaurants and about 600 KFC restaurants
[stress added]." Steve Sternberg, 2002, World
prospers, hearts suffer. USAToday, November 18, 2002, pages D1
+ D2.

HUNTERS OF THE SEAL: A TIME OF CHANGE= 1976 = "In
1967, 32 pre-fabricated houses were flown to an isolated area of the
Arctic by the Canadian Government. This ended a way-of-life that had
existed for thousands of years--the Nomadic wanderings of the
Netsilik Eskimos. [May 15, 1970 = 196 individuals in Pelly
Bay, consisting of 39 families (with 42 snowmobiles)].

"We either hunt together or we die." ... In traditional
times, the Netsilik had a preoccupation with "survival" in their
environment. ..."The hunter must remain on good terms with the
animal he hunts."

"[Today] The Netsilik are at the mercy of an
outside world they cannot control."

"Northbound weather patterns carry U.S.-generated
pollution to Canada's Nunavut territory, where it accumulates
in the local ecosystem. ... For example, the cotton crops
pesticide toxaphene, which was banned in North America in
1982, is still found in Arctic wildlife, thousands of miles
from where the checmical was once widely used. Once in the
Arctic, the cold, dry climate impedes the breakdown of these
hitchhiking contaminants causing them to build up and magnify
as they move up the food chain. Ultimately the
pollution reaches Inuit people whose diet is rich in fatty meat
where the chemicals tend to be most concentrated." K.L. Capozza,
2001, Spoiled Tundra. The San Francisco Chronicle, June 11,
2001, page A4.

In traditional times: "The nuclear family, consisting of
the father, mother, and children, was the most important social unit
among the Netsilik Eskimos. It was characterized by continuous
co-residence, sexual division of labor between the spouses in various
technological activities, sexual intimacy between husband and wife,
and child rearing. The nuclear family [however] was not
completely independent in the accomplishment of many of these
important functions, but had to align itself continuously with other
families, closely or distantly related, to become part of larger
groupings. Sometimes such wider alignments were determined by the
inexorable necessity of collaboration in hunting. ... Under no
circumstance could the Netsilik nuclear family survive for prolonged
periods isolated by itself among the rigors of the Arctic wilderness.
... The nuclear family was always part of a larger kinship
group....called the extended family. ... In addition to kinship, the
necessity to collaborate in subsistence activities and food
distribution was an important binding force in Netsilik society.
.. Collaboration is not only an objective necessity related to the
technology and strategy of hunting or fishing but a recognized
behavioral norm [stress added]." [Asen
Balicki, The Netsilik Eskimo, 1970: 101-130]

"The simplcity [!] of the Netsilik
material culture, and the small scale of the social system,
made this case study idea for teacing young children about the
nature of human society. Each adult man and woman possesses the
knowledge necessary for carrying out his or her role successfully
in this demanding environment. A married couple living and
working together, perhaps accompanied by a few friends or
relatives, constitute a self-sufficient economic unit in the
summertime when stone weir fishing is the primary
susbsistence activity. The fall caribou hunt requires a
more extensice collaboration between hunters and beaters, and here
we find larger family groups living together. But it is in
winter, the harshest time of year, when we see the culture
in its most elaborated form and experience its power to sustain
human life. Winter presents the greatest challenge, since food
is scarce, darkness prevails, and snow, wind, and bitter cold are
a constant danger. Survival depends almost entirely on mutual
support and the success of the seal hunt. Here kin and nonkin
collaborate to pursue this highly intelligent and elusive creature
upon which their lives depend, which lives ina world concealed
beneath the sea ice, occasionally surfacing for aur at one of
fifteen or twenty widely separated breathing holes. To locate
and harpoon a seal through one of these hidden breathing places
requires enormous patience and skill, and anyone who has
witnessed it in Balikci's films comes away with a deeper
appreciation of the enormous ingenuity that has made human life
possible under these extreme conditions. The successful hunter
ritually shares his catch with the rest of the camp according to
patterns established by ancient custom, thus ensuring that, if one
hunter triumphs, no one will starve during this brutally difficult
time of year [stress added]." Peter B. Dow,
1991, Schoolhouse Politics: Lessons from the Sputnik Era
(Harvard University Press), page 123.

VIDEO: In traditional times, the Netsilik had their Holy
Men = "Shamans who knew how to manipulate the spirits of their old
world." ... "Until the mid-1960's Zachary Itimagnac and his family
lived the nomadic life of the Eskimo hunter in the Pelly Bay region
of the Arctic. Then the Canadian Government introduced measures to
provide heated dwellings, a school, a hospital, medical care, a
cooperative, air transportation." See CSUChico FILM #12688/89
entitled Yesterday/Today: The Netsilik Eskimos] ...

VIDEO: "Today the kids don't get a chance to see the
traditional ways of doing things. .. With the introduction of the
permanent houses in Pelly Bay, the Netsilik could begin to accumulate
possessions for the first time." Balicki states that "school" has the
"most profound influence on these people."

In The Late 1970s: "Following a multiplicity of factors,
gradually the nuclear family emerges as the basic economic unit.
...The nuclear family appears increasingly today as economically
autonomous." .. The income of the Eskimo is mostly derived
from stone carvings, family allowances, and old age pensions.
Their houses are owned by the government which also supplies heat and
electricity. The tenant pays rent which is pro-rated to his income.
Zachary Itimagnac, whose income is under $1200/year, pays $15 a month
in rent. Most of Zachary's income goes for up-keep on his snowmobile,
and for the purchase of clothing, tea, and tobacco [stress
added]."

"I want to try the things we used to do.
The things I have forgotten.
It's only now that I have begun to think of the old ways.
I realize I have forgotten the things we used to do.
But they have advised me to try them again.
Hunting in the Springtime.
It's a lot of fun.
But they have advised me to try hunting the way we used to.
I want to try the things I have forgotten
Because they have advised me
To do them again.
I realize I have forgotten
The things we used to do.
But they have advised me to try them again."
(source: Hunters of The Seal: A Time Of Change, 1976)

WEEK 10: BEGINNING October 25,
2004

II. READINGS in Spradley & McCurdy, 2002, Conformity And
Conflict,as well as below in this Guidebook (and
you are supposed to be finished with Darwin For
Beginners)."Blood on the Steppes" by Jack Weatherford, pages 281-289.
"Cocaine and the Economic Deterioration of Bolivia" by Jack
Weatherford, pages 170-180.
"Using Anthropology" [repeat] by David W. McCurdy,
pages 415-427.
"Domestication and the Evolution of Disease" [repeat]
by Jared Diamond, pages 144-157.

III. CHANGE AS THE NATURAL / CULTURAL ORDER OF THINGS
A. Remember some words from the first Week?

"In a way, looking back at the past 20 years is like
going to your high school reunion: Everyone there looks somewhat
the same, but everything has completely changed. Twenty years ago,
only doctors had pagers, there were no cell phones, no personal
computers, no ATM machines, no Internet, no Starbucks. San
Francisco looked like a smaller Manhattan, and San Jose looked
like a smaller Los Angeles." San Francisco Chronicle, May
30, 1999, page 1.

B. Exploration/Exploitation:

"No one has ever doubted that Columbus attained South
America (although not until 1498), and he did trace along Central
America in 1502. But no scholar of history has ever claimed that he
did discover North America. His real contribution was to prove the
reliability of the Atlantic trade winds, which had been
discovered in previous decades by the Portuguese and others exploring
for islands [stress added]." James R. Enterline, 2002,
Erikson, Eskimos & Columbus: Medieval European Knowledge of
America (Baltimore: The Johns Hopkins University Press), page
215.

"When Columbus set sail from Spain in 1492, he
speculated that his fastest route to the gold and spices of the
Orient was west by sea. After 33 days of sailing, Columbus was
within sight of land
and assumed he was approaching Asia. He had no idea that the
Carribean island before him was the doorstep to two 'unknown'
continents. Neither Columbus nor the islands inhabitants who
greeted him could have predicted the global consequences of the
encounter that began that day.Seeds of Change
[video and 1991 book] commemorates the 500th anniversary
of Columbus's voyage by focusing on the exchange of plants,
animals, and peoples that resulted. Five 'seeds'--corn,
potatoes, diseases, horses, and sugar--form the core of this
exhibition which tells the story of 500 years of encounter and
exchange" [stress added] (1991 Smithsonian
Institution brochure).

"The slave trade was responsible for one of the largest human
migrations the world has ever seen. Even before Europeans began
shipping African slaves to the New World, millions were sent to
Europe, the Middle East, and as far away as China. ... The flow of
Africans to the New World eventually exceeded that to the Old.
Between the early 1500s, when the first slaves were transported
directly from Africa to the Americas, and 1870, when the last
verified shipment of African slaves made landfall in Cuba,
approximately 12 million enslaved Africans traveled across the
Atlantic. Africans quickly became a major portion of the
population in the Americas, especially as indigenous poplations were
decimated by Old World diseases. As late as 1800, several times as
many Africans as Europeans lives in the New World
[stress added]." Steve Olson, 2002, Mapping Human
History: Discovering the Past Through Our Genes (Boston: Houghton
Mifflin Company), page 57.

"People create their own pasts by acknowledging what
they choose to acknowledge. In the 1960 U.S. census --
the first that allowed people to classify themselves by racial
category -- just over 500,000 people identified themselves as
Native Americans. By the 1980 census more than 1.4 million
said they were Native Americans. And in the 2000 census,
which for the first time allowed people to identify themselves as
belonging to one race, more than 4 million Americans marked
'Native American' on their census forms [stress
added]." Steve Olson, 2002, Mapping Human History:
Discovering The Past Through Our Genes (Boston/New York:
Houghton Mifflin Co.), page 206.

"Why Was Cahokia Abandoned? No other issue in scholarly
circles is thornier than the question of Cahokia's abandonment.
Why did the Mississippians leave this splendid constellation
of mounds, buildings, plazas, council houses, lodges, palisades, and
woodhenges behind them? Whydoes the site show no signs of
human habitation from 1400 to about 1650, when Illini Indians
moved into the area? Did circumstances foce the Mississippians to
leave, or did they choose to take advantage of better resources in
another place? Until new evidence is uncovered, we might content
ourselves with a simple answer: we do not know why Cahokia was
abandoned. But .... Climactic changes and environmental stress? ...
Deforestation and an unintended suicide? ... Nutritional stress? ...
Health and sanitation problems? ... Conflict? [stress
added]." Sally A. Kitt Chappel, 2002, Cahokia: Mirror of the
Cosmos (University of Chicago Press), pages 71-74.

"Had we been able to visit the coast of California
between 5000 and 400 years ago we would have seen a remarkable
sight. We could have wandered into large, permanent
villages, some perhaps consisting of a thousand or more people.
There we would have found a ruling elite, a working class, ritual
specialists and skilled craftsmen and women, as well as extensive
evidence of trade. While this kind of society may seem familiar,
the thing that made the Californias special was that
nowhere around these towns would you have seen fields or pasture.
All of this social complexity was generated in the absence of
agriculture [stress added]." Tim Flannery,
2001, The Eternal Frontier: An Ecological History of North
America And Its People (NY: Atlantic Monthly Press), pages
239-240.

D. http://www.ota.gov/nativea.html
[Native American Indian issues] and contemporary Native
American NationsE. Columbus and Discoveries [http://www.millersv.edu/~columbus/mainmenu.html]F.FROM: The Sacramento Bee, April 27, 2001:
"City from 2600 B.C. was ahead of its time. Researchers investigating
a long-ignored Peruvian archaeological site say they have
determined that it is the oldest city in the Americas, with a
complex, highly structured society that flourished at the same time
the pyramids were being built in Egypt. ... The 4,600 year old
city....[stress added]."

"...organisms, and their microbial cousins, have an
influence on life that is wholly disproportionate to their
dimensions and invisibility. First, consider the difference in
size between some of the very tiniest and the very largest
creatures on earth. A small bacterium weighs as little as
0.000000000001 grams. A blue whale weighs about 100,000,000 grams.
Yet a bacterium can kill a whale." Bernard Dixon, 1994, Power
Unseen: How Microbes Rule The World, page xvii.

IV. PLEASE REMEMBER THE "SAMPLE" EXAM QUESTIONS AND MAP BELOW
(AS WELL AS THE SELF-TEST ON THE WEB).

SPECIFIC TERMS FROM SPRADLEY & McCURDY's "GLOSSARY" pp.
439-443.

ACCULTURATION: The process that takes place when groups of
individuals having different cultures come into first-hand contact,
which results in change to the cultural patterns of both groups.

CULTURAL CONTACT: The situation that occurs when two
societies with different cultures somehow come into contact with each
other.

CULTURAL ECOLOGY: The study of the way people use their
culture to adapt to particular environments, the effects they have on
their natural surrounding, and the impact of the environment on the
shape of culture, including its long-term evolution.

CULTURE: The knowledge that is learned, shared, and used by
people to interpret experience and generate behavior.

ETHNOCENTRISM: A mixture of belief and feeling that one's
own way of life is desirable and actually superior to others.

POLITICAL SYSTEM: The organization and process of making
and carrying out public policy according to cultural categories and
rules.

PRIEST: A full-time religious specialist who intervenes
between people and the supernatural, and who often leads a
congregation at regularl cyclical rites.

REDISTRIBUTION: The transfer of goods and services between
a group of people and a central collecting service based on role
obligation. The U.S. income tax is a good example.

SLASH-AND-BURN AGRICULTURE: A form of horticulture in which
wild land is cleared and burned over, farmed, then permitted to lie
fallow and revert to its wild state.

SOCIAL STRATIFICATION: The ranking of people or groups of
based on their unequal access to valued economic resources and
prestige.

SUBSISTENCE STRATEGIES: Strategies that are used by groups
of people to exploit their environment for material necessities.
Hunting and gathering, horticulture, pastoralism, agriculture, and
iindustrialism are subsistence strategies.

TECHNOLOGY: The part of a culture that involves the
knowledge that people use to make and use tools to extract and refine
raw materials.

WORLDVIEW: The way people characteristically look out on
the universe.

NOTES ON NATIVE AMERICANS AND
CONTINUOUS CULTURE CHANGE

"A people who may have been ancestors of the first
Americans lived in Arctic Siberia, enduring one of the most
unforgiving environments on Earth at the height of the Ice Age,
according to researchers who discovered the oldest evidence yet of
humans living near the frigid gateway to the New World. Russian
scientists uncovered a 30,000-year-old site where ancient
hunters lived on the Yana River in Siberia, some 300 miles north
of the Arctic Circle and not far from the Bering land bridge that
then connected Asia with North America. ... The researchers found
stone tools, ivory weapons and the butchered bones of mammoths,
bison, bear, lion and hare, all animals that would have been
available to hunters during that Ice Age period. Using a dating
technique that measures the ratios of carbon, the researchers
determined the artifacts were deposited at the site about 30,000
years before the present. That would be about twice as old as
Monte Verde in Chile, the most ancient human life known in the
American continents [stress added]." Paul
Recer, 2004, Ice Age hunters' camp found in Siberia: Possible link
to ancestors of 1st Americans. The San Francisco Chronicle,
January 2, 2004, page A5.

"The English mistook the Indians' war chants for songs of
welcome, while the Indians mistook the red wine the settlers
offed them for blood. When Powhatan, the powerful Chesapeake chief,
offered food to the Jamestown settlers, it was to signal the
visitors' dependent status, allies who required his protection. To
his delighted guests, however, the gesture had another
meaning: proof of willing subordination. The Indians, the
English agreed with relief, would become the docile subjects of King
James. So went some of the culture clashes in the New World as
Europeans and Native Americans encountered each other for the first
time [stress added]." Emily Eakin, Think Tank: History
You Can See, Hear, Smell, Touch and Taste. The New York Times,
December 20, 2003, page A21.

"We need to understand that the encounter of
European Americans with the geography and native peoples of
America forms a decisive element in who we are now and need
to become [stress added]." Jacob Needleman, 2002,
The American Soul: Rediscovering the Wisdom of the Founders
(NY: Jeremy P. Tarcher/Putnam), page 40.

"Columbus changed forever the history of the planet. But he did
so by connecting two worlds of equal maturity, not by 'discovering' a
new one. Knowing this, some find it easy to dismiss European
insistence on calling America the New World as nothing more than
Eurocentric arrogance. Convinced that Europe was synonymous with
civilization, colonizing Europeans failed to see anything of value
in Indian civilizations. They regarded Indian people as
'primitive' and viewed the land as virgin wilderness. Like other
human beings, they were blind to much of what lay before them and
instead took in what they wanted to. In a very real sense, however,
America did exists as a new world for Europeans. America was more
than just a place; it was a second opportunity for humanity--a
chance, after the bloodlettings and the pogroms, the plagues and the
famines, the political and religious wars, the social and economic
upheavals, for Europeans to get it right this time. In thebeginning, the American dream was a European dream, and it exerted
emotional and motivational power for generations"
[stress added]." Colin G. Galloway, 1997, New
Worlds For All: Indians, Europeans, and the Remaking of Early
America, page 10.

"In 1589 the Jesuit scholar José de Acosta, who
lived and traveled widely in South America, proposed that native
Americans were descended from people who had migrated from
Siberia. More than four hundred years later, Acosta's idea has
held up pretty well. Perhaps 75 million people were living in
North and South America when Columbus reached the New World in
1492. Most, perhaps all, of their ancestors have been shown to be
people from Asia who made their way across what is today the
bering Strait. The questions--and the controversies--lie
entirely in the details. The single most contentious question
concerns the dates of these migrations [stress
added]." Steve Olson, 2002, Mapping Human History:
Discovering The Past Through Our Genes (Boston/New York:
Houghton Mifflin Co.), page 195-196.

"People create their own pasts by acknowledging what they
choose to acknowledge. In the 1960 U.S. census -- the
first that allowed people to classify themselves by racial category
-- just over 500,000 people identified themselves as Native
Americans. By the 1980 census more than 1.4 million said they
were Native Americans. And in the 2000 census, which for the
first time allowed people to identify themselves as belonging to one
race, more than 4 million Americans marked 'Native American' on their
census forms [stress added]." Steve Olson, 2002,
Mapping Human History: Discovering The Past Through Our Genes
(Boston/New York: Houghton Mifflin Co.), page 206.

On the Mashantucker Pequot: "The Pequot War of 1636-37
paved the way for the establishment of English hegemony in
southern New England." Alfred A. Cave, 1996, The Pequot War
(U Mass press), page 1.

"The Spanish and French who first saw these hillocks found it
difficult to believe them to be the deliberate creations of mankind.
They were so much larger than any work of architecture known to
them. The entire facade of the Palace of the Louvre, in Paris,
can fit easily within the space surrounded by the D-shaped earthen
rings at Povery Point, Louisiana, built at the same time as
Stonehenge. The Papal Basilica of St. Peter in Rome, complete with
its plaza and gardens, could be placed within the circular
embankement at Watson Brake [Louisiana], which is probably at
least a thousand years older than Poverty Point [stress
added]." Roger G. Kennedy, 1996, Hidden Cities: The Discovery
And Loss of Ancient North American Civilization , page 8.

"The pucará [fortress] of
Sascahuamán [in Perú, South America] is not
only one of the greatest single structures ever built in
preliterate America, but it is also unlike its counterparts in
that we know the identity of its architects, who gave their names
to the three gateways to the fortress. 'The first and
principal one was Huallpu Rimanchi Inca, who designed the general
plan . [citing Garcilasco de la Vega, born in Cuzco,
Perú, in 1535]. The fortress was built into a
limestone outcrop 1,800 feet long, and formed of three tiers of
walls rising to fifty feet high.The precise Inca
records, as revealed in their quipus, state that '20,000
labourers, in continuous relays', worked for sixty-eight years to
build Sascahuamán [stress added]."
Victor Wolfgang von Hagen, 1976, The Royal Road of the Inca
(London: Gordon Cremonesi Ltd), page 93.

"The truth about California Indians isn't pleasant. Driven
from the land that sustained them, decimated by unfamiliar diseases,
they were hunted to near-extinction during the Gold Rush. Once
estimated at 300,000, only 15,000 remained by the 1900 census.
Almost 95 percent of the original population had vanished." Anon.,
July 7, 2002, Native California still determined to set historical
record straight [stress added]." The Chico
Enterprise-Record, page 1D.

"Ishi is in the news again, and again his story is a
poignant reflection of our society. Ishi's saga begins in the
1860s. White settlers in this area had either enslaved,
murdered, or expelled the Maidu [Native Americans] from
the valley, but had not yet subdued the Yahi, who were protected
by the remote and tortuous terrain of Deer and Mill Creek canyons,
and could survive on the limited resources of that area
supplemented with goods gathered on occasional raids of the
settlers' ranches. These raids were met with retaliatory attacks,
and violence escalated. In 1862, three white children were
killed, and in response the settlers resolved to destroy the
entire native population. The genocide of the Yahi was ferocious
and absolute. ... By 1870 the Yahi population, once in the
hundreds, was five. For the next 41 years this small group hid
themselves along Dear Creek. In 1911, the last survivor
[subsequently named], Ishi, reappeared in the white man's
world, ironically at a slaughterhouse [stress
added]." Tim Bousquet, The Chico News & Review,
June 12, 1997, Vol. 20, No. 46, page 8. And please see: Theodora
Kroeber, 1961, Ishi In Two Worlds: A Biography of the Last Wild
Indian in North America (Berkeley: UC Press).

"...the bloody years of Yana history: 1850-1872. It was in
the early 'sixties that the whole white population of the Sacramento
Valley was in an uproar of rage and fear over the murder of five
white children by hill Indians--probably Yahi. But the soberly
estimated numbers of kidnappings of Indian children by whites in
California to be sold as slaves or kept as cheap help was, between
the years 1852 and 1867, from three to four thousand; evey Indian
woman, girl, and girl-child was potentially and in thousands of cases
actually subject to repeated rape, to kidnapping, and to
prostitution. Prostitution was unknown to aboriginal California,
as were the venereal diseases which accounted for from forty to as
high as eighty per cent of Indian deaths during the first twenty
years following the gold rush [stress added]."
Theodora Kroeber, 1961, Ishi In Two Worlds: A Biography of the
Last Wild Indian in North America (Berkeley: UC Press), page
46.

STATEMENT about ISHI from Dr. Saxton Pope:
"[Ishi] looked upon us as sophisticated children--smart,
but not wise. We knew many things, and much that is false. He
knew nature, which is always true. His were the qualities of
character that last forever. He was kind; he had courage and
self-restraint, and though all had been taken from him, there was
no bitterness in his heart. His soul was that of a child, his mind
that of a philosopher [stress added]." From: James
Freeman, 1992, Ishi's Journey: From The Center to the Edge of
the World (Happy Camp, CA: Naturegraph), back cover.

NOTE ELSEWHERE / ELSEWHEN: "There are various estimated and
several arguments about the social, cultural, and physical damage
caused by the 1838 [Cherokee] removal. The main portions of
all five tribes were uprooted and the people became socially
disoriented, their town and clan organizations disrupted. ... How
many Cherokees and their slaves died? The answer is a mystery,
enhanced, complicated by decades. In the detention camps, from three
hundred to two thousand died, depending on the authority accepted; on
the trail, from five hundred to two thousand. In other words, the
answer is a combined total of between eight hundred and four
thousand." John Ehle, 1988, Trail of Tears: The Rise And Fall Of
The Cherokee Nation (NY: Anchor), page 390.

"What do the Indian nations of Arizona,
California, Connecticut, Minnesota, Oregon, Washington and
several other states have now that they did not have 15
years ago? The answer is political clout. ... According to
Bill Eadington, a specialist in gambling economics at the
University of Nevada-Reno, by the end of the decade the Indian
casinos in California will be raking in $5.1 billion to $10.3
billion a year in gambling revenues. He said about half of this
will be profits. The $5.1 billion figure is still higher than the
income generated by the entire Las Vegas strip casinos
[stress added]." Tim Giago, 2000, Jury Still Out On
Indian Gaming's Impact. The San Francisco Chronicle, July
30, 2000, page 5.

NOTE on the Mashantucket Pequot Tribe: "The tiny
Mashantucket Pequot tribe--grown wealthy by casino profits--is
putting the finishing touches on a $135 million museum that
resurrects a nearly forgotten past. The
Mashantucket Pequot Museum and Research Center, which celebrates
the lives of American Indians of southeastern Connecticut, open Aug.
11 [1998]. The 308,000-square-foot complex is set on
the tribe's reservation, also home to the Foxwoods Resort Casino. ...
The money to build the museum comes from the tribe's casino.... The
Pequot tribe, which has about 400 members, got assistance from about
50 other tribes, from helping to reproduce artifacts to sharing oral
histories and providing original artwork [stress
added]." Anon., 1998, The Washington Post, August
4, 1998, page C10.

"Connecticut's two Indian-run casinos will pay
the state a total of $33.6 million from their slot machine
revenues in October [2003], the casinos reported. Mohegan
Sun reported revenues of $68.3 million, and Foxwoods
reported revenues of $66.6 million. Under an agreement with the
state, the casino gives 25% of its monthly slot machine take to
the state [stress addeed]." Anon., 2003,
USA Today, November 18, 2003, page 16A.

"The city [of Bridgeport, Connecticut] signed a
contract with the Golden Hill Paugussett tribe to help it locate a
site for a casino in exchange for the tribe handing over some
gambling revenue and dropping land claims. The tribe must win
federal recognition from the U.S. Bureau of indian Affairs to open
a casino. A decision is expected next month." Anon., 2002,
USAToday, December 20, 2002, page 25A.

"Imagine a California with 40 or more Foxwood-sized gaming
facilities, many lining the thoroughfares leading from Southern
California to the Nevada border, each aggressively wooing the
millions of customers from the population centers of Anaheim and San
Diego to the gambling meccas of Las Vegas, Reno, Stateline, and
Laughlin. That's the doomsday prediction of some gaming
observers watching the action in California.... [stress
added]" (Matt Connor, 1998, "Nevada's Bad California Dream" in
International Gaming & Wagering Business, July 1998, page
1, pages 26-31, page 1 and 26).

"A $215 million casino opened in Northern California this
week. Nevada gambling experts and executives fear that the
United Auburn Indian Community's Thunder Valley Casino
[~75,000 square feet?] about 100 miles from Reno will
siphon off $200 million of Reno's gambling revenues over the next
few months. About 8,000 people attended the opening."
Anon., 2003, USA Today, June 11, 2003, page 11A.

"Traffic backed up 7 miles as crowds jammed the new Thunder Valley
Casino that northern Nevada gambling officials fear will draw
customers awat from the Reno area. An estimated 8,000 people turned
out Monday [June 9, 2003] for the grand opening of the casino
owned by the United Auburn Indian Community and operated by Las
Vegas-based Stations Casinos Inc. The $215 million gaming hall is
expected to siphon away 10 percent to 20 percent - $100 million to
$200 million - of Reno's gaming revenues in its first few months of
operations, according to several Nevada gaming experts and
executives [stress added]." Anon., June 11, 2003, The San
Francisco Chronicle, page A22.

"Although Indian casinos are not required to make
public their revenues, the fact that Thunder Valley is
operated by a publicly traded company, Station Casinos Inc., does
afford some grounds for educated guesses. Station, which
collects 24 percent of the casino's net revenues in exchange for
handling the day-to-day management, recently told its stockholders
it expects to make from $65 million to $75 million in annual
fees at Thunder Valley. That would mean total net annual
revenues for the tribe of around $270 million to $300 million per
year, figures that tribal officials do not dispuite with any
vigor.... Even at $270 million a year, that projects to at
least $200 million for the 240-member tribe by next July. And,
that, just for perspective, projects to about $739,726 a day,
$30,840 an hour or $514 a minute [stress
added]." Steve Wiegand, 2003, Cautious Optimism, The
Sacramento Bee, November 24, 2003, page A1 + A15.

FOR THUNDER VALLEY, May 2004: "An average daily attendance
of 8,000 to 10,000 people.... A total amount gambled, incluing money
that is won and then re-bet, of well-over $5 billion - or a dozen
times large than the operating budget fir Sacramento County, Total
net profits to the 240-member tribe and Station Casinos, the Las
Vegas-based company that operates the casino for the tribe, of more
than $300 million." Steve Wiegand, 2004, Thunder Valley deals mostly
a winning hand. TheSacramento Bee, May 30, 2004, pages
A1-A3.

MARYSVILLE, July 2004: "A Butte County tribe
considered three sites.... The tribe now is proposing to build an
eight-story hotel with a 207,760-square-foot casino near
Marysville. The original plan from two years ago proposed a
seven-story hotel and 152,000-square-foot casino
[stress added]." Anon., 2004, Tribe considered
three casino sites. The Chico Enterprise-Record, July 9,
2004, page 5A.

MAPS TO BE USED FOR EXAM II FOR FRIDAY November 5,
2004

WEEK 11: BEGINNING November 1, 2004

I. JANE GOODALL AND TO THE FUTURE, CREATIVITY, AND REVIEW AND
EXAM II (25%) on Friday November 5, 2004.

A positive appreciation of the diversity of contemporary
and past human cultures and an awareness of the value of
anthropological perspectives and knowledge in contemporary
society.

A knowledge of the substantive data pertinent to the several
sub disciplines of anthropology and familiarity with major issues
relevant to each.

Familiarity with the forms of anthropological literature and
basic data sources and knowledge of how to access such
information.

II. READINGS in Spradley & McCurdy, 2002, Conformity And
Conflict,as well as below in this Guidebook; and
you should be finished with Darwin For Beginners since it will
be on EXAM II."Career Advice for Anthropology Undergraduates" by John T.
Omohundro, pages 428-438.

III. PLEASE THINK ABOUT THIS:

ON ELECTIONS IN GENERAL: "An overwhelming
majority of a miniscule number of Chico State university
students decided everybody on campus will be paying higher
fees at least through 2009. By a margin of 749 to 42,
students at Chico State approved a referendum calling for a
$14-a-semester fee to fund campus athletics. The total voter
turnout amounted to 4.9 percent of the 16,251 eligible
students [stress added]." Roger H. Aylworth,
2002, minority Rules: Chico State Approves Sports Fee.
Enterprise-Record, May 11, 2002, page 1.

IV. JANE GOODALL AND TO THE FUTURE & CREATIVITY.

A positive appreciation of the diversity of contemporary
and past human cultures and an awareness of the value of
anthropological perspectives and knowledge in contemporary
society.

Knowledge of the history of anthropological thought.

V. CULTURE CHANGE AND APPLIED ANTHROPOLOGY
A. What is Change? and How does Change take place?B. What is Creativity? and The Global Society (Continued)C. You may also wish to read a brief essay on the
Galápagos Islands by Urbanowicz, which may be viewed by
clicking here: ESSAY #8,
the final essay, at the end of this printed Guidebook.)

Isaac Asimov (1920-1992)} "What is lacking
in a teenager is not intelligence or reasoning ability, but merely
experience." Janet Jeppson Asimov, 2002, Isaac Asimov:
It's Been a Good Life (NY: Prometheus Books), page 125.

"Anyone who stops learning is old, whether at twenty or eighty.
Anyone who keeps learning stays young. The greatest thing in life is
to keep your mind young." Henry Ford [1863-1947]

"'The best thing for being sad,' replied Merlyn,
beginning to puff and blow, 'is to learn something. That is
the only thing that never fails. You may grow old and trembling
in your anatomies, you may lie awake at night listening to the
disorder of your veins, you may miss your only love, you may see
the world about you devastated by evil lunatics, or know your
honour trampled in the sewers of baser minds.There is only
one thing for it then--to learn. Learn why the world wags and
what wags it. That is the only thing which the mind can never
exhaust, and never dream of regretting. Learning is the thing for
you. Look at what a lot of things there are to learn--pure
science, the only purity there is. You can learn astronomy in a
lifetime, natural history in three, literature in six. And then,
after you have exhausted a milliard lifetimes in biology and
medicine and theocriticism and geography and history and
economics--why, you can start to make a cartwheel out of the
appropriate wood, or spend fifty years learning to begin to learn
to beat your adversary at fencing. After that you can start again
on mathematics, until it is time to learn to plough
[stress added].'" E.B. White [1899-1985],
1939, The Once And Future King (1967 G.P. Putnam edition),
page 183.

"Darwin's work, in particular, radically unnerved thousands who
held a biblical view of humankind's historical story; and to this day
the implications of his thinking for biology (and even psychology and
sociology) have been profound. He himself became an agnostic and
saw no great overall moral or philosophical meaning in the long
chronology of our being, which he regarded, rather, as a story of
acidents and incidents, of chance and circumstance as they all came
to bear on 'natural selection.' Although Copernicus
[1473-1543] and Galileo [1564-1642] and
Newton [1642-1727] have been absorbed, so to speak,
by traditional Christianity, by no means has Darwin's view of our
origin and destiny been universally integrated into the
teachings, the theology, of many religions that rely upon the Bible
for their instpiration, their sense of who we are, where we came
from, how our purpose here ought to be described. It was one thing
for scientists to probe the planets, declare that this place we
inhabit is only one spot in a seemingly endless number of places in
an ever expanding universe, or to examine closely our body's cells,
or othse of other creatures; it was quite another matter to suggest
that we ourselves are merely an aspect of an ever changing nature,
that our 'origin' was not 'divine' but a consequence of a biological
saga of sorts [stress added]." Robert Coles,
1999, The Secular Mind (Princeton University Press), pages
50-51.

On the hatchery at Adobe Creek, California: "The hatchery
was dedicated on April 25, 1993, as students unfurled their
banner: 'Together we will change the world' [from the
United Anglers of Casa Grande high School, Petaluma, CA.]
[stress added]." SEE: Malcolm McConnel,
1999, Miracle at Adobe Creek. The Reader's Digest, Vol.
154, No. 924, pages 78-84, page 84.

"Chimps in Peril. Famed naturalist Jane Goodall issued a
warning that chimpanzees across central Africa are coming
under a grave threat due to commercial hunting, wars and increased
logging in the region. She told reporters that new logging roads
allow the hunters to now go deep into the forest where they kill the
primates and shop their smoked meat off to be eaten in exotic
restaurrants. Goodall warned that the entire chimp population
across 21 African nations has declined from about 2 million a century
ago to 220,000 today. 'Because they are very slow breeders and
give birth only at five-year intervals, the species could be on its
way to extinction if nothing is done to protect the animals and their
habitat,' Goodall said [stress added]." Earthweek: A
Diary of the Planet, by Steve Newman, The San Francisco
Chronicle, July 7, 2001, page A4.

"When Goodall [born 1934 -> ] came to
Gombe in the 1960s, about 150 chimpanzees inhaibted the
area. Today about a hundred survive in the dwindling
forest. 'When the first satellite images were taken of Gombe
in 1972, there was little difference between what was inside the
parl and what was outside,' says conservation biologist Lilian
Pintea of the University of Minnesota .... Today Gombe, only
eight miles wide, is surrounded by farms and people, including
thousands of refugees fleeing violence in nearby countries
[stress added]." In an article by] Jane
Goodall, 2003, Update Lessons From Gombe, Tanzania. The
National Geographic, April 2003, pages 76-89, pages 80-81.

"Robben Island was used at various times between the 17th and the
20th century as a prison, a hospital for socially unacceptable
groups, and a military base. Its buildings, and in particular those
of the late 20th century, such as the maximum security prison for
political prisoners, bear witness to the triumph of democracy and
freedom over oppression and racialism."http://whc.unesco.org/sites/916.htm
[Robben Island, South Africa} 1999]

"My reasons for hope are fourfold: (1) the human
brain; (2) the resilience of nature; (3) the energy
and enthusiasm that is found or can be found or can be kindled
among young people worldwide; and (4) the indomitable human
spirit [stress added]." Jane Goodall [with
Phillip Berman], 1999, Reason For Hope: A Spiritual
Journey (NY: Warner Books), page 233.

"When I contemplate the immense advances in science
and discoveries in the arts which have been made within the period
of my life, I look forward with confidence to equal advances by
the present generation, and have no doubt they will
consequently be as much wiser that we have been as we than our
fathers were and they than the burners of witches
[stress added]." Silvio A. Bedini, 2002,
Jefferson And Science (Monticello: Thomas Jefferson
Foundation), page 107.

VII. AND TO RETURN TO THE BEGINNING OF AUGUST 23, 2004:

WHY MAN CREATES / The Edifice: A series of
explorations, episodes, & comments on creativity:

Mumble, mumble, roar!
The lever.
Harry, do you realize you just invented the wheel?
I know, I know.

Bronze, Iron.
Halt.
All was in chaos 'til Euclid arose and made order.

What is the good life?
And how do you lead it?
Who shall rule the state?
The philosopher king.
The aristocrat.
The people.
You mean all the people?

What is the nature of the good?
What is the nature of justice?
What is happiness?

Hail Caesar!
Roman law is now in session.

Allah be praised, I've invented the zero.
What?
Nothing, nothing.

What is the shape of the earth?
Flat.
What happens when you get to the edge?
You fall off.
Does the earth move?
Never!

The earth moves.
The earth is round.
The blood circulates.
There are worlds smaller than ours.
There are worlds larger than ours.

Darwin says man is an animal.
Rot. Man is not an animal.
Animal.
Man.
Is.
Isn't.

Hmmm. Shall we start from the beginning?

I'm a bug, I'm a germ.
Louie Pasteur!
I'm not a bug, I'm not a germ.

Think it will work Alfred?
Let's give it a try.
Whatya think?
It worked.

All men are created equal....
Life, Liberty, and the pursuit....
Workers of the world....
Government of the people by the people....
The world must be made safe....
The war to end all wars....
A league of nations....
I see one third of a nation ill-housed....
One world....

Help!

# # #

WEEK 12: BEGINNING November 8, 2004

I. Discussion Panels Begin! [And those presenting this day
must have a one-page handout on the presentation to distribute to
your classmates this day.]

WEEK 16: BEGINNING December 6,
2004

I. Discussion Panels Conclude. [And those presenting this
day must have a one-page handout on the presentation to distribute to
your classmates this day.] And your WRITING ASSIGNMENT (10%) IS
DUE by Friday December 10, 2004. THIS WILL CONSIST of your
one-page handout to the class and a brief (two-or-three page?) essay
on your topic and Social Science.

IV. REMEMBER
A.EXAM III (20%) based on the ten
items from Spradley & McCurdy (listed immediately above)
and
B.Darwin For Beginners and Guidebook readings
andC. Forty-nine specific concepts below.D. Map of the world: see below.E. EXAM III (20% of your final grade) will consist of a World
Map, Multiple-Choice, True/False, and a single (multi-part)
Essay Question based on a Social Science 103 concept.

"At the end of your life, you will never regret not
having passed one more test. not winning one more verdict or not
closing one more deal. You will regret time not spent with a
husband, a child, a friend or a parent [stress
added]." Statement by Barbara Bush. In Alan Ross
[Editor], 2001, Speaking of Graduating: Excerpts From
Timeless Graduation Speeches (Nashville, TN: Walnut Grove
Press), page 136.

V. AND THE FINAL URBANOWICZQUOTES FOR FALL
2004:

"The most important word in the English language is attitude.
Love and hate, work and play, hope and fear, our attitudinal response
to all these situations, impresses me as being the guide." Harlen
Adams (1904-1997)

and finally

"The Moving Finger writes; and, having writ,
Moves on: nor all your Piety nor Wit
Shall lure it back to cancel half a Line,
Nor all your Tears wash out a Word of it."
From the 1859 publication of The Rubáiyát
of Omar Khayyám [1048-1131] by
Edward Fitzgerald [1809-1883]

"I am an optimist. It does not seem too much use being anything
else." Sir Winston Churchill [1874-1965].

Make a difference. Make a positive difference! (Charles F.
Urbanowicz [1942- ]).

# # #

HERE ARE THE FORTY-NINE SPECIFIC CONCEPTS (WHICH HAVE BEEN
DISCUSSED FOR FOUR WEEKS) AND WHICH WILL APPEAR IN SOME MANNER
ON EXAM #3.

ACCULTURATION: The process that takes place when groups of
individuals having different cultures come into first-hand contact,
which results in change to the cultural patterns of both groups.

AGRICULTURE: A subsistence strategy involving intensive
farming of permanent fields through the use of such means as the
plow, irrigation, and fertilizer.

APPLIEDANTHROPOLOGY: Any use of anthropological
knowledge to influence social interaction, to maintain or change
social institutions, or to direct the course of cultural change.

ARCHAEOLOGY: "The branch of anthroplogy that seeks to
reconstruct the daily life and customs of peoples who lived in the
past and to trace and explain cultural changes. Often lacking written
records for study, archaeologists must try to reconstruct history
from the material remains of human cultures." From Carol
Ember & Melvin Ember, 1996, Cultural Anthropology (8th
Edition) (NJ: Prentice-Hall), page 401.

CASTE: A form of stratification defined by unequal access
to economic resources and prestige, which is acquired at birth and
does not permit individuals to alter their rank.

CLAN: A kinship group normally comprising several lineages;
its members are related by a unilineal descent rule, but it is too
large to enable members to trace actual biological links to all other
members.

CLASS: A system of stratification defined by unequal access
to economic resources and prestige, but permitting individuals to
alter their rank.

COSMOLOGY: A set of beliefs that defines the nature of the
universe or cosmos.

CULTURAL CONTACT: The situation that occurs when two
societies with different cultures somehow come into contact with each
other.

CULTURAL ECOLOGY: The study of the way people use their
culture to adapt to particular environments, the effects they have on
their natural surrounding, and the impact of the environment on the
shape of culture, including its long-term evolution.

CULTURE: The knowledge that is learned, shared, and used by
people to interpret experience and generate behavior.

CULTURE SHOCK: A form of anxiety that results from an
inability to predict the behavior of others or act appropriately in
cross-cultural situations.

DIVISION OF LABOR: The rules that govern the assignment of
jobs to people.

ECOLOGY: The study of the way organisms interact with each
other within an environment.

ENDOGAMY: Marriage within a designated social unit.

ETHNOCENTRISM: A mixture of belief and feeling that one's
own way of life is desirable and actually superior to others.

ETHNOGRAPHY: The task of discovering and describing a
particular culture.

ETHNOLOGY: "In its most comprehensive usage, the science of
peoples and cultures. Ethnology is contrasted with ethnography in
that the latter is purely descriptive whereas the former is analytic
and seeks to find generalizations." From:L.L.Langness,
1987, The Study of Culture: Revised Edition (Novato, CA:
Chandler & Sharp), page 221.

EVOLUTION: "In the broadest sense, evolution is merely
change, and so is all-pervasive; galaxies, languages, and political
systems all evolve. Biological evolution ... is change in the
properties of populations of organisms that transcend the lifetime of
a single individual." [From: http://www.talkorigins.org/faqs/evolution-definition.html]

EXOGAMY: Marriage outside any designated group.

HORTICULTURE: A kind of subsistence strategy involving
semi-intensive, usually shifting, agricultural practices.
Slash-and-burn farming is a common example of horticulture.

INTERNET: "The Internet is a shared network of government
agencies, educational institutions, private organizations, and
individuals from many nations. Many people refer to the Internet as
the World Wide Web (WWW). The World Wide Web is made up of a
collection of interconnected computers using the TCP/IP protocol
language to communicate. The Internet is the largest network in the
world." [From: http://mse.byu.edu/ecs/internet_defined.htm].

INNOVATION: A recombination of concepts from two or more
mental configurations into a new pattern that is qualitatively
different from existing forms.

LANGUAGE: The system of cultural knowledge used to generate
and interpret speech.

MAGIC: Strategies people use to control supernatural power
to achieve particular results.

MANA: An impersonal supernatural force inherent in nature
and in people. Mana is somewhat like the concept of 'luck' in U.S.
Culture.

RELIGION: The cultural knowledge of the supernatural that
people use to cope with the ultimate problems of human existence.

REVITALIZATION MOVEMENT: A deliberate, conscious effort by
members of a society to construct a more satisfying culture.

SHAMAN: A part-time religious specialist who controls
supernatural power, often to cure people or affect the course of
life's events.

SLASH-AND-BURN AGRICULTURE: A form of horticulture in which
wild land is cleared and burned over, farmed, then permitted to lie
fallow and revert to its wild state.

SOCIAL DARWINISM: "...a regretable idiocy known as
Social Darwinism, according to which the ruthless economic
competition displayed by capitalism should be encouraged in order to
obtain an efficiency comparable to the one exhibited in nature."
Jonathan Miller & Borin Van Look, 1982, Darwin For
Beginners (NY: Pantheon), page 171.

STATUS: A culturally defined position associated with a
particular social structure.

SUBSISTENCE STRATEGIES: Strategies that are used by groups
of people to exploit their environment for material necessities.
Hunting and gathering, horticulture, pastoralism, agriculture, and
iindustrialism are subsistence strategies.

SUPERNATURAL: Things that are beyond the natural.
Anthropologists usually recognize a belief in such things as
goddesses, gods, spirits, ghosts, and mana to be signs of
supernatural belief.

TACIT CULTURE: The shared knowledge of which people usually
are unaware and do not communicate verbally.

TECHNOLOGY: The part of a culture that involves the
knowledge that people use to make and use tools and to extract and
refine raw materials.

WORLDVIEW: The way people characteristically look out on
the universe.

WWW: "The World Wide Web is made up of a collection of
interconnected computers using the TCP/IP protocol language to
communicate. The Internet is the largest network in the world."
[From: http://mse.byu.edu/ecs/internet_defined.htm]

CRITERIA OF WRITING
PROFICIENCY:

For the purpose of this class (SOCIAL SCIENCE 103), the
minimal definition of "Writing Proficiency" encompasses all three of
the levels described below. It is expected that anyone who receives a
grade of "C-" or better in this class has achieved these levels of
writing proficiency.

Level #1: Minimally, writing proficiency begins with the
ability to construct meaningful sentences that follow the
conventional rules of grammar, punctuation, and spelling; exhibit
appropriate choice of words; and utilize sentence structures that
clearly, efficiently, and precisely convey the writer's ideas and
relevant information to readers who observe the same conventions of
writing.

Level #2: At the next level, writing proficiency entails
the constructing and arranging of sentences into paragraphs that:

a. Develop arguments logically.b. Present a body of information systematically.c. Express an idea effectively.d. Provide a coherent answer to a question.e. Describe a given phenomenon effectively.f. Summarize a larger body of information or abstract
its essence accurately.g. And/or otherwise achieve a specific objective
efficiently and effectively.

Level #3: Writing proficiency at the third level requires
the construction and arrangement of paragraphs in a such a manner
that the reader is led successively through the intent or the
objective of the paper, the implementation of the objective, and the
conclusion which summarizes and meaningfully relates the body of the
paper to its objective; please note this level also includes
the use of "section headings" to break up the flow of the
paper (beginning with INTRODUCTION and ending with
CONCLUSIONS).

Note the following:

"Vigorous writing is concise. A sentence should contain
no unnecessary words, a paragraph no unnecessary sentences, for
the same reason that a drawing should have no unnecessary lines
and a machine no unnecessary parts. This requires not that the
writer make all his [or her!] sentences short, or that he
[or she] avoid all detail and treat his [and her]
subjects only in outline, but that every word tell."

"There you have a short, valuable essay on the nature and
beauty of brevity--fifty-nine words [not counting those
in the brackets added by Urbanowicz] that could change
the world." E.B. White, commenting on the original words of
William Strunk Jr. in The Elements of Style, 4th edition,
2000, pages xv-xvi.

A Short Course In Human
Relations:

The Six most important words: I admit I made a
mistake.The Five most important words: You did a good
job.
The Four most important words: What is your opinion?The Three most important words: If you please.The Two most important words: Thank you.The One most important words: We.
The Least important word: I

1. That's the way we've always
done it.2. I didn't know you were in a hurry for it.3. That's not in my department.4. No one told me to go ahead.5. I'm waiting for an OK.6. How did I know this was different?7. That's his or her job, not mine.8. Wait until the boss gets back and ask.9. I forgot.10. I didn't think it was very important.11. I'm so busy I just can't get around to it.12. I thought I told you.13. I wasn't hired to do that.

CSU, Chico's Experiential Education program links the
University to business, industry, and government by giving
students an opportunity to combine classroom study with career
related work experience. The program helps students define their
educational goals and prepare for their careers by exploring the
realities of the working world.

"ChicoRIO is a series of Web based, self-paced lessons
designed to help you learn how to find information. The tutorials
will help you sharpen your research, critical thinking, and term
paper writing skills. ChicoRIO also links to campus computing
resources and a tour of the Meriam Library. The sections of
ChicoRIO can be completed in any order."

BRIEF DISCLAIMER ESSAY for those
who make the time to read about the FALL 2004
Web-assisted courses taught by Dr. Charles F. Urbanowicz,
Professor of Anthropology, California State University, Chico.

NOTE TO STUDENTS: This is actually a very brief
"essay" about web-based instruction (which this course is not)
and web pages (which you are reading either "electronically" or in
the requiredGuidebook form. The World Wide Web is an
"electronic organism" which has been created by human beings,
and as human beings change, the WWW continues to "evolve" over
time. Education will radically alter by the time I retire/die
and (a) while I try to "keep up" with as much as possible for
my students (andmyself) I realize that (b) I am
behind as soon as I begin! With that in mind, the reader (or viewer)
of these pages (either "electronically" or in print") is reminded
that this course is not a web-based course but is a
"traditional" course, taught on the campus of California State
university, Chico, to "traditional" (or perhaps a
"semi-traditional" group of) Freshmen, Sophomore, Junior, and
Senior students who are sitting in a classroom in for ~sixteen weeks.
These web pages contain no frames, no WEB-CT
references, no Javascripts, no interactive exams,
no streaming video, no Power Point Presentations, and
no other "bells-and-whistles" which are current on the WWW but
they do contain numerous "live" links which are
appropriate for various weeks of the semester-long course. These WWW
pages are not meanttobe "downloaded"
and printed out at home or in a computer laboratory but (a)
they are meant to be read in the required printed form and
(b)checked on a weekly basis for the updates that will
be added throughout the entire semester: it is in updating this
Guidebook that the WWW is "alive" (as well as this course
and, indeed, all education) and evolving through time.
Please note, however, that the pages in this Guidebook do
contain numerous "live" links, appropriate for various weeks of the
semester-long course (and some links will guide you to sample exams,
streaming videos, and Power Point presentations!).

THE READER MAY WELL ASK: Why make these "printed pages"
(gasp!) available on the WWW? Why did Urbanowicz go
through all-of-the-trouble to place this on the WWW if it is not an
interactive course? As The Wall Street Journal on July 20,
1998 pointed out: "It Isn't Entertainment That Makes The Web Shine:
It's Dull Data" (Page 1 and page A8). Although I trust that
you have not purchased a bound volume of "dull data" but a
volume of ideas (with data) I also add that for more
than a decade I have been providing my students (in varous
lower-and-upper-division courses) with Guidebooks that have
"video notes" and "lecture outlines" for the appropriate course that
semester. Human beings are "visual creatures" and I use
NUMEROUS films, slides, and transparencies (most of which
are not included on these web pages) in my classes and since I am
comfortable with the Guidebook format, I continue to place the
Guidebook on "the web" (with numerous links) for
students. I encourage all readers of these pages to "weigh"
all of the information very carefully: contrastandcompare what you know with what is being
presented and please consider the following from The Wall
Street Journal, June 25, 1999, page 1 & A11):

"Who invented the telephone? Microsoft Corp's Encarta
multimedia encyclopedia on CD-ROM has an answer to that simple
question. Rather, two answers. Consult the U.S., U.K., or
German editions of Encarta and you find the expected one:
Alexander Graham Bell. But look at the Italian version and
the story is strikingly different. Credit goes to Antonio Meucci,
an impoverished Italian-American candlemaker who, as the
Italian-language Encarta tells it, beat Bell to the punch by five
years. Who's right? Depends on where you live. ... in the
age of the Internet, the issue of adapting products to local
markets is raising trickier problems. Technology and globalization
are colliding head-on with another powerful force: history.
Perhaps nowhere is this conflict more apparent than in information
as with Microsoft's Encarta, which has nine different editions,
including one in British English and one in American. It's
Microsoft's peculiar accomplishment that it has so mastered the
adaptation of its products to different markets that they reflect
different, sometimes contradictory, understandings of the same
historical events. 'You basically have to rewrite all of the
content,' says Dominique Lempereur, who, from her Paris
office, oversees the expansion of Microsoft's education-related
products to foreign markets. 'The translation is almost an
accessory.' ... Consistency is clearly not Encarta's goal, and
that's something of a controversial strategy. Encyclopedia
Britannica, for example, has a policy of investigating
contradictions across its editions and deciding on a standard
presentation. Where it can establish a fact that is
internationally solid, 'we go with that, and present other
interpretations as need be,' says Dale Holberg, Britannica's
editor in Chicago. His staff has looked into the Meucci question.
Their verdict: Bell still gets the credit, world-wide, for
inventing and patenting the electric telephone. ... Microsoft,
as a technology conglomerate, has an interest in not stirring up
controversies that endanger the sale of its other products. But
the universaility of the Web also frustrates efforts to localize
content. And there remains the possibility that it will bring
about pressure for one universally aplicable version of history.
Perhaps one day Mr. Meucci will share space with Alexander Graham
Bell in all of the Encartas [stress added]." Kevin
J. Delaney, 1999, Microsoft's Encarta Has Different Facts For
Different Folks. The Wall Street Journal, June 25, 1999,
page 1 & A11.

ALTHOUGH THE ELECTRONIC WORLD is changing very rapidly, and
one might question the value of the "printed word" (considering the
number of "electronic books" currently on "the web" such as the
Bible or Darwin and
1000s of other available from sources such as the
INCREDIBLEBooks
on Line and Project
Gutenberg), there will always (I honestly believe as of
this writing), a place for the "printed page" that you can hold in
your hands, that YOU can read in bed, read outside when the
electricity goes off, or read when you can't make an Internet
connection to read the Web pages located in cyberspace! In short,
while the ephemeral culture of the WWW is extremely important, the
tangible culture of a physical object is just as important and I
follow some of the thoughts in the Library of Congress: Litera
scripta manet, or the written (or physically published) word
endures! Incidentally, as with EVERYTHING, double-check the
written (printed) word as well.

PLEASE: the reader of this Guidebook is strongly
encouraged to process, question, read,
search, and think about various issues and ideas
throughout the semester and perhaps come to an
understanding of how you relate to anthropology and how
anthropology relates to you! As Clark Kerr stated: "The university
is not engaged in making ideas safe for students. It is
engaged in making students safe for ideas [stress
added]." The University and the Internet and the World Wide Web
and Cyberspace are changing the very environment "we" all interact in
and the "web" should point to new sources to provide you with new
thoughts. This is how I have personally envisioned this web-related
web-related Guidebook (of 61,339 as of 23 August
2004): NOTE, this does not count the words in the
8 essays in the printed Guidebook); it is a
GUIDE to other resources to explore on your own to prepare for
your individual futures. Please consider your own age, where
you wish to go in the future, and please ponder the
following:

"It's a cliche of the digital age: Parents wonder how
children so helpless in the real world can navigate the virtual
world with such skill. Using computers is second nature to most
kids--and with good reason, according to many neurologists.
Being exposed to the wired world at early ages is effectively
wiring children's brains differently, giving them an ease and
comfort with computers that adults may never match. Will the new
millennium see the generation gap turn into the digital divide?
... The cognitive gap is likely to continue well into the future,
even as today's cyberkids become tomorrow's parents. While kids
are growing up with brains well suited to the digital world of
today, as adults they are likely to face the difficult task of
adapting to a future where technology evolves even more
rapidly--and more profoundly--than it does today
[stress added]." Yocki J. Dreazen & Rachel Emma
Silverman, 2000, Raised In Cyberspace. January 1, 2000, The
Wall Street Journal, page R47.

FINALLY, please think about these words and why I may have
chosen them:

"If by some fiat I had to restrict all this
writing to one sentence, this is the one I would choose: The
summit of Mt. Everest is marine limestone." John McPhee, 1998,
Annals of the Former World (NY: Farrar, Straus and Giroux),
page 124.

# # #

EIGHT ESSAYS BY URBANOWICZ FOR SOSC
103, FALL 2004:

The pages that follow in the printed version of the Fall
2004 Social Science 103 Guidebook came from various web pages
created over the years. (On the web, the essays may be accessed by
clicking below.) The essays provide information about me for students
for this course, and, hopefully, place some of my ideas
and actions into context and perspective. I have been a member of the
faculty at CSU, Chico, since August 1973. I received my Ph.D.
in Anthropology in 1972 from the University of Oregon, based
on 1970-1971 fieldwork in the Polynesian Kingdom of Tonga. In
1972-1973, prior to joining the faculty at CSU, Chico,
I taught at the University of Minnesota.

THE FOLLOWING ESSAYS (printed in the bound Guidebook
available in the Associated Students Bookstore at CSU, Chico) ARE FOR
SOCIAL SCIENCE 103 FOR FALL 2004:

"It is our choices that show what we truly are, far more than our
abilities."
The character Albus Dumbledore to Harry PotterinHarry Potter And the Chamber of Secrets, 1998, by
Joanne K. Rowling, page 333.

and

"An education isn't how much you have committed to memory, or
even how much you know.
It's being able to differentiate between what you do know and what
you don't." Anatole France (1844-1924)

"'When we try to pick out anything by itself,' wrote
wilderness wanderer John Muir [1838-1914] , 'we find it
hitched to everything else in the universe.' Thus did Muir who
founded the Sierra Club in 1892, become on of the first to define in
25 words or less what ecology is all about [stress
added]." John G. Mitchell, 1970, Ecotactics: The Sierra Club
Handbook for Environmental Activitists, p. 23.

Incidentally, the web page for the program
to create these self-tests is at: http://web.uvic.ca/hrd/halfbaked/.
You can create this type of test, or crossword puzzles,
or matching exercises, or fill-in-the blanks,
jumbled sentence exercises, or short answer exercises. Have
a look when you can! As the web page points out: "The Hot Potatoes
suite includes six applications, enabling you to create
interactive multiple-choice, short-answer, jumbled-sentence,
crossword, matching/ordering and gap-fill exercises for the World
Wide Web. Hot Potatoes is not freeware, but it is free of charge
for those working for publicly-funded non-profit-making
educational institutions, who make their pages available on the
web."

And remember this free item: "George Lucas may be a pioneer
in film and digital teachnology, but how he's turning to an old
medium--magazines--to promote his passion, education.... http://www.edutopia.org
to see if they qualify for a subscription." Dan Fost, 2004, Lucas
Starts New Educational Crusade. The San Francisco Chroniocle,
17 October 2004, pages J1 + J5.

Also, please remember your final WRITING ASSIGNMENT
(10%) IS DUE by Friday December 10, 2004. THIS WILL CONSIST
of your one-page handout to the class and a brief (two-or-three
page?) essay on your topic and Social Science.

JUST TO REALIZE WHAT YOU ARE FACING IN THE FUTURE,
please consider the following information:

"Creationism is evolving. Several new varieties of
creationism have appeared recently and are competing to stake out
a niche in the intellectual landscape [stress
added]." Robert T. Pennock, 1999, Tower of Babel:
The Evidence Against the New Creationism (MIT Press), page
1.

" Mr.[Karl] Rove understands what surveys have shown,
that many more Americans believe in the Virgin Birth than in Darwin's
theory of evolution [stress added]." Garry Wills,
2004, The Day the Enlightenment Went Out, The New York Times,
November 4, 2004, page A31.

"Americans are divided in their assessment of
Charles Darwin's theory of evolution, according to a poll by
Gallup. 35 per cent of respondents say the British
naturalist's views are supported by evidence, while 35
per centdisagree. Darwin's 'The Origin of
Species' was first published in 1859. The book
details the naturalist's theory that all organisms gradually
evolve through the process of natural selection. Darwin's
views were antagonistic to creationism, the belief that a more
powerful being or a deity created life. In the United States, the
debate accelerated after the 1925 Scopes trial, which
tested a law that banned the teaching of evolution in Tennessee
public schools. 45 per cent of poll respondents today say God
created human beings in their present form. Earlier this year,
Georgia's Cobb County was at the centre of a controversy on
whether science textbooks that explain evolutionary theory should
include disclaimer stickers. ... Methodology: Telephone interviews
with 1,016 American adults, conducted from Nov. 7 to Nov.
10, 2004. Margin of error is 3 per cent [stress
added]." CPOD [Centre for Public Opinion &
Democracy, The University of British Columbia], 20 November
2004. Evolution, Creationism Still Splits Views In U.S.
From: http://www.cpod.ubc.ca/polls/index.cfm?fuseaction=viewItem&itemID=5108.

"A Pennsylvania school district on Friday [November 19,
2004] defended its decision to discount Charles Darwin's theory
of evolution and take a lead in teaching what critics say is a
version of creationism. Dover Area School District in
south-central Pennsylvania isbelieved to be the first in
the country to approve the teaching of a new theory called
'intelligent design,' according to the National Center for
Science Education. Proponents of intelligent design argue that the
complexity of nature is such that it could not have occurred by
chance, as Darwinian theory holds, and so must have been created by
some all-powerful force. That being is not explicitly identified, but
many of the theory's conservative religious supporters say it is God.
NCSE, an Oakland, California-based group that defends the teaching of
evolution in schools, said the district's board approved the policy
change last month after a debate that began more than a year ago when
a board member objected to a biology textbook on the grounds it
focused on Darwinism. The move set off a noisy debate in the
district, with at least two school board members resigning. On
Friday, the district defended its decision by saying it intends to
present a balanced view, and not to teach religious beliefs.
Officials will "make sure no one is promoting but also not inhibiting
religion," according to a statement posted on the district's Web
site. 'Because Darwin's theory is a theory, it is still being
tested as new evidence is discovered,' the statement said. 'Gaps
in the theory exist for which there is no evidence [stress
added]." John Hurdle, November 19, 2004, Pennsylvania School
District Retreats from Evolution. Story location:http://wireservice.wired.com/wired/story.asp?section=Breaking&storyId=952652&tw=wn_wire_story

BUT, remember (from the November 10, 2004 update):

"Missing Linksprovides readers with a
compendium of scientific evidence of extinct organisms, or
'missing links,' that bridge the evolutionary gaps between
primordial species and modern life. The book introduces
newcomers to the field of evolutionary science with an accessible
discussion of basic scientific practices, rock and fossil dating
techniques, and schools of classification. Readers are then
usheredthrough a fascinating array of examples of
evolutionary transition at all chronological and geographical
scales, from the ultimate origins of life on Earth to the
morphological changes that readers will observe during their
lifetimes. Offering a lucid primer on evolutionary science, as
well as a series of case studies and fossil histories in support
of evolutionary theory, Missing Links serves as an ideal short
introduction to evolution for students and general readers
[stress added]. Michael Shermer, 2004, Book Notice,
e-Skeptic
#40 for October 29, 2004.

EXAM III (20%) is based on the ten items
from Spradley & McCurdy (listed immediately above) andDarwin For Beginners and Guidebook readings
and
Forty-nine specific concepts below.
Map of the world.

EXAM III (20% of your final grade) will consist of a World
Map, Multiple-Choice, True/False, and a single (multiple-part)
Essay Question based on a Social Science 103 concept. What has
been the most important concept (or idea) you have learned
from this SOSC 103 course this semester? Can you please
name the concept (or idea) and describe the concept (or idea) in your
own words and write about it. (This will, obviously, be a
multiple-part essay questions so please give it some thought.)

TO REPEAT (AND ADD) SOME FINAL URBANOWICZ QUOTES FOR
FALL 2004:

"The most important word in the English language is attitude. Love
and hate, work and play, hope and fear, our attitudinal response to
all these situations, impresses me as being the guide." Harlen Adams
(1904-1997)

"My reasons for hope are fourfold: (1) the human
brain; (2) the resilience of nature; (3) the energy
and enthusiasm that is found or can be found or can be kindled
among young people worldwide; and (4) the indomitable human
spirit [stress added]." Jane Goodall [with
Phillip Berman], 1999, Reason For Hope: A Spiritual
Journey (NY: Warner Books), page 233.

"You may not believe in evolution, and that is all right. How we
humans came to be the way we are is far less important than how we
should act now to get out of the mess we have made for ourselves.
How should the mind that can contemplate God relate to our fellow
beings, the other life-forms of the world? What is our human
responsibility? And what, ultimately, is our human destiny?
[stress added]." Jane Goodall [with Phillip
Berman], 1999, Reason For Hope: A Spiritual Journey (NY:
Warner Books), page 2.

and finally

To place things in some perspective, please consider the
words of Charles Schultz (1912-2000): "Don't worry about the world
coming to an end today. It's already tomorrow in Australia."

"A pessimist sees the difficulty in every opportunity; an
optimist sees the opportunity in every difficulty." Sir Winston
Churchill [1874-1965].

"I am an optimist. It does not seem too much use being
anything else." Sir Winston Churchill [1874-1965].

You might be interested in the following on-line articles
from e-Skeptic:

"Missing Linksprovides readers with a compendium of
scientific evidence of extinct organisms, or 'missing links,' that
bridge the evolutionary gaps between primordial species and modern
life. The book introduces newcomers to the field of evolutionary
science with an accessible discussion of basic scientific practices,
rock and fossil dating techniques, and schools of classification.
Readers are then usheredthrough a fascinating array of
examples of evolutionary transition at all chronological and
geographical scales, from the ultimate origins of life on Earth to
the morphological changes that readers will observe during their
lifetimes. Offering a lucid primer on evolutionary science, as
well as a series of case studies and fossil histories in support of
evolutionary theory, Missing Links serves as an ideal short
introduction to evolution for students and general readers
[stress added]. Michael Shermer, 2004, Book Notice,
e-Skeptic #40
for October 29, 2004.

"Intelligent Design (ID) Theory. Why Intelligent
Design Failsis a patient assessment of all the scientific
claims made in connection with ID. The half dozen
science-enabled spokesmen for ID are the indispensable core group
of an international neo-creationist big tent. Goals of the
American movement are sweeping: they begin with a highly visible,
well-funded, nationwide effort to demean evolutionary science in
American school (K-12) curricula. ID is offered as a better
alternative. The hoped-for result is the addition of ID to, or
even its substitution for, the teaching of evolution. Which
would mean substituting early 19 th-century nature study for
modern biology. The admitted ultimate goal of the ID movement is
to topple natural science (they berate it as materialism) from its
pedestal in Western culture and to replace it with theistic
science. ... The creationist position, especially this newest
form of it, is pure Hollywood: There is No Such Thing As
Bad Publicity. That this view is held by the ID
leadership is fully documented in several recent studies of the
movement. Thus, almost any careful examination of ID
by qualified scientists, mathematicians, and philosophers
especially by those with strong credentials in evolution or
cosmologyis likely to be advertised by ID publicists as proof of
the scientific importance of ID. Any non-polemical response to it
is described to the mass audience for anti-evolution as showing
the revolutionary truth of ID, the fear and trembling it causes
among Darwinists. That a few dedicated scientists take the
trouble to answer ID theory in detail is regularly adduced in ID
books, editorials, opinion columns, talk shows, dedicated internet
sites, and in a growing numbers of activist student organizations
around the country as signaling the collapse of Darwinism. The
contributors to Why Intelligent Design Fails
(WIDF) have risked being so used. But they decided,
evidently, to accept this risk. They decided to examine every
supposedly scientific (or mathematical, or epistemological) claim
of ID, patiently, in detail, and to offer only those conclusions
about the value of ID science if any that emerge clearly in the
individual critiques and from their totality. Whether this risk
was justified will be known only if and when the book is widely
read, and then responded to (as inevitably it will be) at those
many creationist web sites, meetings, talk shows, conferences, and
clubs. If they do no more than to denounce the book and disparage
its authors (as they began to do the day it was listed on
Amazon.com), WIDF will have succeeded. If instead they
proclaim it evidence for the scientific muscle of ID theory, the
tables will, at least to some extent, have been turned. But
about the quality of the critiques in this book, and of the
totality, there is no doubt. This is honest, technically competent
patient inquiry; the critique of the newest form of creation
science is devastating [stress added]." Paul
Gross, 2004, Book Review, e-Skeptic
#40 for October 29, 2004.

On November 1, 2004, the following items were added to these
pages:

Here you have the seventeen reading assignments in Spradley
& McCurdy since Exam I (approximately 130 pages):

Please remember that concept presentations begin on
Monday November 8, 2004
and continue every Monday, Wednesday, and Friday (except for
THANKSGIVING VACATION) until the end of the semester. To possibly
be of assistance in this (and other public presentations),
please see the following chart. It is merely a guide for what you
present and what you see and hear being presented:

Also, please remember the SOSC 103 "Template" on pages 54 and 55
of your Guidebook as well as the "Participation / Paper
Presentation" information on pages 55 and 56 of the Guidebook.
Your Writing Assignment #2, worth 10% of your final grade
(DUE Friday December 10, 2004) should be approximately
~500-1000 words: if will be a short "essay" about your concept and
how it relates to Social Science 103. You will also attach your
one-page handout to your brief essay (which will be considered as
part of the word count).

On October 27, 2004, the following items were added to these
pages:

A "sample" self-paced exam is available at: http://www.csuchico.edu/~curban/SelfTesting/SOSC103FA2004TESTTwo.htm to assist you in the examination next FRIDAY November 5, 2004.
Please remember the "sample" test questions and maps in your
printed SOSC 103 Guidebook: pages 77-78. EXAM II will
have two maps, multiple choice, and true-false
questions.

"One of the failures of being American is we don't know enough
about other people." William Beck, age 68, USAToday 25
October 2004, page 1. Commenting on the Iran Hostage situation that
began November 4, 1979 (and lasted for 444 days).

On October 22, 2004, the following items were added to these
pages:

"Knowing what brand you are buying can influence your
preferences by commandeering your brain circuits involved with
memory, decision making and self-image, researchers have found. When
researchers monitored brain scans of 67 people who were given a blind
test of Coca-Cola and Pepsi, each soft drink lit up the brain's
reward system, and the participants were evenly split as to which
drink they preferred. But when the same people were told what
they were drinking, activity in a different set of brain regions
linked to brand loyalty overrode their original preferences.
Three out of four said they preferred Coca-Cola. The study, published
in the Oct. 14 issue of the journal Neuron, is the first to
explore how cultural messages penetrate the human brain and shape
personal preferences. Circulating in draft form over the last
year, the study has been widely discussed by neuroscientists and
advertisers, as well as people who worry about the power of
commercials in determining consumer behavior. At issue is whether
marketeers can exploit advances in brain science to make more
effective commercials. Is there a 'buy button' in the brain?
[stress added]." Sandra Blakeslee, 2004, If You Have a
'Buy Button' in Your Brain, What Pushes It? The New York
Times, October 19, 2004, page D5.

"A giant ape unlike any previously seen has been
found in a remote area of central Africa, ascording to a report in
the journal New Scientist. Wildlife experts believe the
ape, which stands over 6 feet tall and has similaritites to both
chimpanzees andgorillas, may be a new species of primate.
Villagers in the far north of the emocratice Republic of Congo say
the apes can be ferocious and are capable of killing lions. But
unlike gorillas, which charge upon seeing a threat, the new apes
turn around and silently slip away into the forest when
encountered. The apes live hundred of miles from kn own
gorilla populations, and have a diest similar to that of
chimpanzees. Scientists are trying to determine if it is a
formerly unknown species, or if it is possibly a giant
chimpanzee with the behavior of a gorilla [stress
added]." Earthweek: A Diary of the Planet, by Steve Newman,
The San Francisco Chronicle, October 16, 2004. [And
see:http://www.earthweek.com/index.html]

"George Lucas may be a pioneer in film and digital teachnology,
but how he's turning to an old medium--magazines--to promote his
passion, education.... http://www.edutopia.org
to see if they qualify for a subscription." Dan Fost, 2004, Lucas
Starts New Educational Crusade. The San Francisco Chroniocle,
17 October 2004, pages J1 + J5.

"The first object of any act of learning, over and
beyond the pleasure it may give, is that it should serve us in
the future. Learning should not only take us somewhere;
it should allow us later to go further more easily.There are two ways in which learning serves the future. One
is through its specific applicability to tasks that are
highly similar to those we originally learned to perform.
... Having learned how to hammer nails, we are better able later
to learn how to hammer tacks or chip wood. Learning in school
undoubtedly creates skills of a kind that transfers to activities
encountered later, either in school or after. A second way in
which earlier learning renders later performance more efficient is
through what is called nonspecific transfer or, more accurately,
the transfer of principles and attitudes. In essence, it
consists of learning initially not a skill but a general
idea .... This type of transfer is at the heart of the
educational process--the continual broadening and deepening of
knowledge in terms of basic and general ideas [stress
added]." Jerome Bruner, 1960, The Process of Education
(Harvard university press), page 17.

"A word to the wise: Be careful to whom you're telling
lies. There's an elite group of people who don't need to see
Pinocchio's nose grow, but can pick up on subtle signs that
they're not hearing the truth. While most folks don't notice
these flickers of falsehood, psychology professor Maureen O'Sullivan
has found a few who can find the fibbers nearly every time. Of 13,000
people tested for the ability to detect deception, 'we found 31
[Note: 31/13,000 = .238%], who we call wizzards, who
are usually able to tell whether the person is lying, whether the lie
is about an opinion, how someone is feeling or about a theft,' she
said [stress added]." Randolph E. Schmid, 2004,
Fibbers can't hide from these 'wizards.' The Chico
Enterp[rise-Record, October 17, 2004, pages A1 + A6.
[And see: http://www.sciencenews.org/articles/20040731/bob8.asp
[Science News Online} July 31, 2004].

ONCE AGAIN, to assist in your research for your term
paper presentations (beginning Monday November 8, 2004), please
consult http://www.csuchico.edu/~curban/syllabi/SYL_SOSC103-FA2003.html
and go to the "final" update of January 9, 2004 which will provide
you with references for the various concepts for the four
weeks.

"The fastest way to succeed is to double your failure rate."
(Thomas J. Watson, Sr., founder of IBM)

"Getting a good night's sleep before a big exam might be better
than pulling an all-nighter. A study found that sleep apparently
rsotres memories that were lost during a hectic day. It's not just a
matter of sleep's recharding the body physically. Research say sleep
can rescue memories in a biological process of storing and
consolidating them deep in the brain's complex circuitry. The finding
is one of several conclusions made in a pair of studies in today's
issue of the journal nature that look at how sleep affects memory
[stress added]." Rick Callahan, Sleep helps people
learn, study finds. The San Francisco Chronicle, October 8,
2003, page A8.

AND, here you have the words for the song shown in
class on Friday October 22, 2004:

What makes?
What makes?
People,
People,
What makes people human?
How did they get that way?

Man is a talker,
A communicator,
Man talks with words,
Songs and stories,
Poems and tales,
Man talks with words.

What makes?
What makes?
People,
People,
What makes people human?
How did they get that way?

Man is free to be himself,
And not what someone wants him to be,
Man is a free chooser,
Man is free.

What makes?
What makes?
People,
People,
What makes people human?
How did they get that way?

He remembers the past,
Lives in the present,
Dreams of what will be.
Man is a free chooser,
Man is free.

What makes?
What makes?
People,
People,
What makes people human?
How did they get that way?
How did they get that way?
How did they get that way?

# # #

On October 13, 2004, the following items were added to these
pages:

"121 Number of countries that have endorsed the Kyoto
treaty on global warming; with the latest addition, Russia, the
treaty will formally go into effect. 36.1% Portion of worldwide
greenhouse gases caused by the U.S., which has not endorsed the
pact [stress added]." Anon., 2002, Time,
October 11, 2004, page 25.

FROM TELL IT TO THE E-R of Saturday October 9, 2004
(page 2A): "This message is for Mrs. Bailey, my second-grade
teacher. When I saw you the other day in Costco the memories came
flooding back. It's been more than 35 years since you were my
teacher and still you remembered my name. I will never forget your
love and kindness and skill as a teacher. Growing up in my house
was no fun, being abused in more ways that I care to remember.
Going to school was my escape. I would get there before your
little blue station wagon so I could see your smile first thing.
Your confidence and belief in me gave me hope and let me know life
was good. I have a wonderful family of my own now and a great
nursing career. I just want to say thank you for showing me the
way to happiness." Anon., 2004, The Chico
Enterprise-Record, October 9, 2004, page 2A.

AND SEE the some closing words from Week 16 above,
beginning Deember 6, 2004:

FIRST CONTACTVIDEOTAPE = Based on a
1987 book entitled First Contact by Bob Connolly and
Robin Anderson [CSUC: GN/671/N5/C66/1987]. Footage of
1930's expedition into New Guinea by the Leahy brothers:
Michael, Daniel, and James Leahy.

VIDEO: "It's no good pretending I went up there for the
good of the natives, because I didn't. I went there for the good of
James Leahy, and I didn't do too badly. ... The only reason we killed
people was simply if we hadn't killed them, they would have killed us
and our carriers." See San Francisco Chronicle of 8 September
1983 and the words of a New Guinea Native stated in the film: "That
man from heaven has just excreted, he told us. As soon as the white
man went away, everyone went to look. Their skin is different, we
said, but their s--- smells just like ours."

BOOK: "Of all the colonised people of the earth,
New Guinea's highlanders must surely rank among the most
fortunate. Colonial domination came late in the day and was short
lived--a mere half-century of foreign rule. The Australians arrived
in 1930, and left in 1975--not a long time in the scheme of things.
Largely because of this, the highland people were spared many of
colonialism's more manifest evils [page 9]." ... "This book
[and the videotape] is based primarily on interviews with
highlanders and Australians who took part in the events described
[1930's+] and on the diaries and other written records of the
Australians. The interviews were recorded in Papua New Guinea and
Australia between 1981 and 1985 [stress added] (page
307)."

Imagine that you could visit with Charles Darwin as he
remembers his youth. Perhaps you could learn what early
experiences sharpened his power of observation and contributed to
his unique perspective of the world. Join Dr. Charles Urbanowicz
as he portrays the fascinating and very human Charley Darwin in
the first program of the series Charles Darwin: Reflections:
The Beginning.

Sail along with Charley Darwin on the first half of his
historic journey around the world aboard the HMS Beagle. In
this second video in the series, Charley Darwin (Professor Charles
Urbanowicz ) travels from England to unexplored reaches of South
America and along the way he confronts slavery, rides with
gauchos, experiences gunboat diplomacy, encounters a future
dictator of Argentina, explores uncharted rivers, and discovers
dinosaur bones.

The second half of the historic journey of the HMS
Beagle finds Charles Darwin exploring more of South America
and several islands in the Pacific. In this episode, Charley
Darwin (Professor Charles Urbanowicz) views several active
volcanoes, experiences an earthquake, treks to the Andes, explores
the Galapagos Islands, and then heads for home.

Within a few years of his return to England, Charles
Darwin happily settled into marriage, moved to a quiet house in
the country, and begun a routine of research and writing which
would occupy the rest of his life. In this episode discover why
Darwin (Professor Charles Urbanowicz) waited over 20 years to
publish his groundbreaking work Origin of Species, and
learn how ill health, family tragedies, friends, respected
colleagues and ardent supporters shaped his life and career.

A "sample" self-paced exam is be available at: http://www.csuchico.edu/~curban/SelfTesting/SOSC103FA2004TESTOne.htm to assist you in the examination next FRIDAY September 24, 2004.
(Incidentally, I am well aware that "older" versions of my
SOSC 103 Exams may exist "out there" - I return them to you so
you can learn from any mistakes; by all means, if you have access to
"old" exams, do look at them; but r.e.m.e.m.b.e.r to read and
study for EXAM I (and eventually EXAM II and EXAM
III) as if you might be faced with BRAND NEWEXAMINATION QUESTIONS - which could well be the case!)!
ALSO, please remember the "sample" test questions and maps in
your printed SOSC 103 Guidebook: pages 46-47. EXAM I will have
a map component, multiple choice, and true-false
questions. Remember, a repeat of some of the PowerPoint slides used
on day 1 (August 23, 2004) is available at: http://www.csuchico.edu/~curban/PowerPoint/SOSC103FA2004.

NOTE: I will not create any questions from "Additional
Facts" and "Anthropology & Cyberspace" (pages 30-40)
[but did you see the "Lesson Plan" web sites on
pages 39-40 in the Guidebook?]; likewise, I will not
create any questions from the assigned Essays to date (see page
90 in the Guidebook), but if you've read Essays 1-4, things
should sound somewhat familiar to you.

http://www.environmentalintegrity.org
[Environmental Integrity project} Washington, D.C. = from the
San Francisco Chronicle article entitled "The upsetting
truth about air pollution in the Bay area." Tuesday September 7,
2004, page B9.

"During the past two decades, the Kayapó and the Yanomami
have become the most famous of about 200 indigenous groups in Brazil.
Painted, befeathered, and armed with stout clubs, the Kayapó
have strutted across the world stage, while the Yanomami have been
portrayed as once-proud savages reduced to helpless victims of white
men's greed." Linda A. Rabben 2004, Brazil's Indians and the
Onslaught of Civilization: The Yanomami and the Kayapó
(University of Washington Press), page 14.

"Does language sometimes define the content of
thought? Are there people who cannot entertain certain ideas
because their language does not have the words to express them?
Are there concepts that cannot be translated into some languages?
These questions have vexed linguists and neuroscientists for
years. The general feeling has been that language does not
limit cognition. However, a new study in the online version of
Science suggests that the prevailing notion might not be
correct [stress added]." Anon., 2004,
The San Francisco Chronicle, August 30, 2004, page A4.

"Three out of four California 10-th graders have passed the high
school graduation test they need to earn a diploma--but tens of
thousands failed and will have to try again....
[stress added]." Nanette Asimov, 2004, 75% of
10th-graders past graduation test. The San Francisco
Chronicle, August 17, 2004, page A11.

"The first national comparison of test scores among
children in charter schools and regular public schools shows
charter school students often doing worse than comparable students
in regular schools." Diana Jean Schemo, 2004, Education study
findfsd weakened charter results. The San Francisco
Chronicle, August 27, 2004, page A4.

Washington, D.C. - "A national survey released today
shows that America's public school teachers spend much of their
own time expanding their knowledge and skills, and hundreds of their
own dollars purchasing classroom supplies, books, and materials for
their students. And not surprisingly, in spite of the long
hours and low pay, a majority would return to the classroom if they
had it all to do again. These findings are among the thousands of
fascinating facts about the professional and personal lives of
today's teachers contained in Status
of the American Public School Teacher.
(PDF, 1.2M, 384 pages) The survey, conducted by the National
Education Association (NEA), represents the most comprehensive look
at today's public school teaching force. 'This survey takes
you inside some typical public school classrooms and introduces you
to the dedicated professionals who are working there,' said NEA
President Reg Weaver. "I'm proud to say that children attending
public schools today are being taught by the best educated, most
experienced teachers ever. And that's just the start of the
good news within this report [stress added] ...."
[from: http://www.nea.org/newsreleases/2003/nr030827.html
- and more information is available on that page.]

"Ten years from now--maybe five or even less--we
will recall Google circa 2004 and wonder how we could have
tolerated it. ... A search engine of 2010 will know who you
are, where you are and what you're doing, and look across every
form of information to automatically find what will help you.
That's when today's Google will seem as quaint as the special
effects in an old Godzilla movie [stress added]."
Kevin Maney, 2004, Future search efforts wil make Google look like
8-tracks. USA Today, March 31, 2004, page 4B.

The U.S. Department of Education has launched a Web site
(http://www.ed.gov/misused/)
designed to educate students about the dangers of identity theft.
College students, faculty, and staff are reminded to shred unused
credit card applications, or any documents with account numbers,
social security numbers, addresses, etc. to prevent identity theft.
Everyone should carefully check credit card and bank statements for
fraudulent charges or activity. The new Web site offers tips on how
to prevent having personal information compromised and provides
information on contacting various agencies to report identity theft.
Other information security details are available at http://www.csuchico.edu/inf/security

"Last year, 1.6 million American households filed for
personal bankruptcy, up 33 percent from 2000, according to figures
kept by federal bankruptcy course [and note, this works out
to: 1,600,000/365 or ~4,384 bankruptcies per day!]."
Timothy Egan, Economic Squeeze Plaguing Middle-Class Families.
The New York Times, August 28, 2004, page A11.

AUGUST 28, 2004: "The World Health Organization
warned that the discovery of a lethal strain of bird flu in
Chinese pigs has significantly increased the threat that the
disaster could spread into a global pandemic, threatening the human
population. Dspite earlier denials, China admitted that the H5N1
strain of avian influenze was detected in a small number of the
country's swine population as early as 2002. The announcement came
after a leading Chinese scientist told reporters that the
potentially lethal virus had been found in pigs during 2003
and 2004. The virus has killed 27 people across Asia this year.
Meanwhile, Australian scientists announced they might soon
have a vaccine for bird flu. Researcher Chris Prideaux said his
team at the Commonwealth Scientific and Industrial Research
Organization had developed a vaccine that delivers part of the virus'
genetic material [stress added]." Steve Newman, Bird
flu threat. The San Francisco Chronicle, August 28, 2004, page
B10.

"The unit of survival [or adaptation] is
organism plus environment. We are learning by bitter experience
that the organism which destroys its environment destroys itself."
Gregory Bateson, Steps to an Ecology of Mind, 1972:
483.